TX 174 
.T4 T5 
Copy 1 



BULLETIN 



OF 



THE UNIVERSITY OF TEXAS 

NO. 326 
OFFICIAL SERIES NO. 98 APRIL!, 1914 



DOMESTIC ECONOMY IN THE SCHOOLS 



Syllabus of Domestic Economy for Elementary 
and Secondary Schools of Texas 

COMPILED BY THE 

TEXAS HOME ECONOMICS ASSOCIATION 




Published by the University six times a month and entered as second 
class matter at the postoffice at 

AUSTIN, TEXAS 
fenograph 



PUBLICATIONS OF THE UXIVEESITY OF TEXAS 

PUBLICATIOXS COMMITTEE : 

W. J. Battle Killis Campbell A. Caswell Ellis 

J. C. Townes F. W. Simonds E. A. Law 

W. S. Carter E.G. Barker J. A. Lomax 

The publications of the University of Texas are issued six times 
a mouth. They are arranged, in the following series : 

Official Humanistic 

General Scientific 

I'ress Medical 

Extension Municipal Research 

For postal purposes the publications are numbered consecutively 
as bulletins without regard to the arrangement in series. With 
the exception of special numbers, any bulletin will be sent to a 
citizen of Texas free on request. All communications, about Uni- 
versity publications should be addressed to the Editor of University 
Publications, University of Texas, Austin. 



467-414-15h 



BULLETIN 



OF 



THE UNIVERSITY OF TEXAS 

NO. 326 
OFFICIAL SERIES NO. 98 APRIL 1,1914 

DOMESTIC ECONOMY IN THE SCHOOLS 

Syllabus of Domestic Economy for Elementary 
and Secondary Schools of Texas 

COMPILED BY THE 

TEXAS HOME ECONOMICS ASSOCIATION 




Published by the University six times a month and entered as second 
class matter at the postoffice at 

AUSTIN, TEXAS 






Cultivated mind is the guardian genius 

of democracy It is the only 

dictator that freemen acknowledge and 
the only security that freemen desire. 

President Mirabeau B. Lamar. 



The benefits of education and of useful 
knowledge, generally diffused through a 
community, are essential to the preser- 
vation of a free government. 

President Sam Houston. 



D. of D. 

jM* >:Q -ai* 



DOMESTIC ECONOMY IN THE SCHOOLS 



SYLLABUS OF DOMESTIC ECONOMY FOR ELEMENTARY AND 
SECONDARY SCHOOLS OF TEXAS 



COMPILED BY THE TEXAS HOME ECONOMICS ASSOCIATION AND PUBLISHED 
BY THE UNIVERSITY OF TEXAS 



OFFICERS 



President, Miss Mary E. Gearing, University of Texas. 
Vice-President, Miss Jessie Eambo, ^A'est Texas State Normal. 
Secretarv. Miss C'orabel Weimer, College of Industrial Arts. 
Treasurer, Miss A'irginia Babb, College of Industrial Arts. 

COIVIMITTEES ON' SYLLABUS 

Secondary Schools 

Foods— Mi?s Jessie Kich, University of Texas; Miss Grace 
Berry, Southwest Texas State Xornial ; Miss Helen Lister, Director 
of Domestic Economy, Galveston Schools. 

Textiles— Miss Susan Bates, Director of Domestic Economy, 
Dallas Schools: Miss Eosalie Eathbone, Xorth Texas State Normal; 
Miss Katherine Pritchett, University of Texas. 

Elementary Schools 

Miss Emma Pirie, Director of Domestic Economy, San Antonio 
Schools. 

Miss Jessie Hetzel, Director of Domestic Economy, Houston 
Schools. 

Miss Mary E. Gearing, University of Texas, ex-officio Member 
of both Committees. 



mTRODUCTIOX 

Despite the fact that Domestic Economy is one of the newest 
subjects in the school curriculum of the state, it has grown and 
spread with remarkable rapidity. Two years ago probably not 
more than half-dozen schools in the state offered training in this 
subject. Today over a hundred schools are offering the work, and 
a number expect to have departments opened by the ensuing fall 
term. All of the state's higher co-educational institutions of learn- 
ing, including the four state normals, the College of Industrial 
Arts and the University of the State of Texas are offering specific 
training in Domestic Economy. 

The rapidity with which it has grown and the lack of adequate 
text-books have resulted in each community setting up its own 
standards for the work. Each teacher restricted only l)y those in 
authority over her determines the content of the course prescribed, 
the time for the recitation and laboratory work, and the number 
of years and in what years of the elementary and high school 
Domestic Economy shall be taught. 

The result of the lack of uniformity and standards is becoming 
increasingly serious and confusing as the work gi'ows. When a 
child leaves one school to enter another in a different town, which 
is frequently the case with our large floating population, credits 
and standing in other subjects are easily adjusted, but owing to 
the lack of uniformity in the Domestic Economy work already 
referred to, adjustment in this subject is usually difficult and fre- 
quently impossible. 

The College of Industrial Arts and the State Normals have 
found it difficult to arrange credits under prevailing conditions, 
and the University has been much hampered for the same reason 
in adjusting units of credits for aflfiliation. 

Many of the state teachers of Domestic Economy have realized 
and deplored the lack of uniformity, and recognized the fact 
that it is detrimental to the proper development of the work in 
the state. 

With the end in view of discussing tlie matter in detail, a num-_ 
ber of teachers met in Dallas at the State Teachers' x\ssociation in 
1913 and organized a Texas Home Economics Association. The 



6 Bulletin of the University of Texas 

Association unanijiiously agreed tliat the most vital work iur it to 
consider was to place the courses of study throughout the state on 
a uniform basis, to raise the general standard of tlie work, and 
obtain for it the ?a]ne credit and recognition accorded the other 
subjects of the curriculum. 

As the first and most important step toward the attainment of 
these ends, it was decided to edit a syllabus of Domestic Economy 
for the use of the elementary and secondary schools of the state. 
Through representatives of the Domestic Economy departments of 
the four State J^'ormals (the Sam Houston, the jSTorthwest Texas, 
the Southwest Texas, and the Xorth Texas), the College of In- 
dustrial Arts, and the University. It was agreed that this syllabus 
should be the basis of credit and affiliation. 

The syllabus is planned to meet only the present needs of the 
schools of the state. The committees have perused most carefully a 
number of outlines of study given in different schools in the state, 
and have, as far as possible, incorporated them with modifications 
in the syllabus. Care has been taken to avoid such radical sugges- 
tions or changes as would necessitate the complete reorganization 
of the work in any school. 

Any well trained and intelligent teacher can, by carefully study- 
ing the syllabus and adjusting her present course of study to it. 
easily conform to its requirements without materially affecting her 
present methods or outlines. The syllabus is not considered ideal, 
nor is it recommended as such, but it is felt that if it is conscien- 
tiously followed, it will fulfill its purpose of unifying and raising 
the standards of Domestic Economy in the elementary and second- 
ary schools in the state, and also enable the higher institutions of 
learning, because of adequate preparation in the secondary schools, 
to raise their own standards, and have even more efficient work. 

In the last year or two, a number of text-books in Domestic 
Economy have been published, but the committee has not thought 
it advisable to recommend any particular book for use in the state 
schools until the work is more thoroughly organized and of a more 
uniform character. 

If a good text-book is already in use in any of the schools, and is 
regarded as standard, its use will not in anywise interfere with the 
use of the syllabus. A reference library, even, though it is a small 
one, is essential to both teacher and pupils. The bibliography pub- 



Domestic Economy in the Schools 7 

lished with the syllabus will be found valuable as a guide in select- 
ing such a library. 

Many requests have been received for suggestions and estimates 
in equipping Domestic Economy laboratories. The suggestions and 
cost of the suggested equipment have been carefully compiled ac- 
cording to figures obtained from dealers in the state, and will prove 
valuable to schools about to equip departments, or to those wishing 
to remodel or add to schools already established. 

Mary E. Gearing, 
President of the Texas Home Economics Association. 



Bulletin of the University of Texas 



EQUIPMENT FOB A DOMESTIC ECONOMY LABORATORY 

When a Domestic Science Kitchen is to be planned three essen- 
tial points to consider are: first, the amount of money to be ex- 
pended; second, the plan and arrangement of rooms in a new 
bnilding; third, the refitting of old rooms for this purpose. 

The cost of equipping a Domestic Economy laboratory depends 
upon the class of furnishings and utensils selected and the number 
of desks to be equipped. Cuts are given of three Texas labora- 
tories, the equipment of which costs from two hundred to eight 
hundred dollars. 

It is diificult to say exactly how much money should be spent 
for equipment, as conditions vary. Often the amount of money 
to be expended for this purpose is limited. In such cases, it is 
important to secure the equi])ment necessary for carrying on the 
work on a small scale, and other equipment may be added as the 
work progresses. However, it is very necessary to have sufficient 
utensils to carry on the work adequately. By doing group work, 
the number of utensils required can be reduced, but there is a dis- 
tinct disadvantage in this, as the children are not working under 
the same conditions that they would find in the home. 

The equipment should be such as could be used in the average 
home, but should be planned and arranged to furnish a standard 
for the home. 

In a new building, the shape and size of the room, the placing 
of windows and doors, the location in the building and all the 
finishings can be carefully planned to meet the exact needs of the 
laboratory. 

When an old room is to be used, there is often little choice. 
However, the room best suited for the needs of the class should be 
selected and arranged in the l)est possiljle manner. Basemeiit 
rooms should be avoided. 

The following outline mav be helpful in planning the location 
of a Domestic Scieuce laboi'atorv : 



Domestic Economy in the Schools 9 

THE LABOKATORY— ITS FURNISHINGS AND EQUIP- 
MENT 

LOCATION 



FLOOR 


ADV,\NT.\GE 


DISADVANTAGE 


Top Floor. 
Basement. 

Ground Floor. 


Good ventilation. 

Odors from cooking do not 

penetrate building. 
Good lighting. 

Convenient for obtaining 
supplies. 


DifTicult to get supplies with- 
out elevator. 

Too warm for Texas climate. 

Usually not well lighted. 

Often damp. 

Dust blows in. 

Often in close proximity to 

toilets. 
Ceilings usually low. 
Noisy. 

Hard to keep odors from pen- 
etrating the rest of the 
building. 



Shape and Size. 

A square laboratory is difficult to arrange to advantage and al- 
iowp possibility of waste space. 

A long narrow ]al)oratory is also difficult to arrange and is hard 
to ligbt, unless all the windows are on the long side. 

The be.st lal)oratory is about a third longer than wide. A room 
26x19 feet is of good proportion for sixteen pupils, and allows the 
placing of the equipment so that it may be easily accessible with- 
out necessitating extra steps on the part of the teacher or pupils. 
This would allow space for two gas stoves, two sinks, two cup- 
boards, and one exhibit case. This size room, however, would not 
have space for a dining room table. 

It is best, whenever possible, to have three rooms and a pantry; 
a laboratory, a dining room, and a smaller room for lockers and 
lavatories. 

Ventilation.. 

If a laboratory is to be planned for cookery, it is best to extend 
the windows to the ceiling to insure the circulation of air and the 
carrying off of all odors. 

Lighting. 

Two things 2iiust be considered in regard to lighting. First, to 
have sufficient light: second, to avoid anv glare. The windows 



10 



Bulletin of the I niverdty of Texas 



reaching to the ceiling afford the strongest and most uniform light, 
and by opening at ihe top, can give good ventilation without caus- 
ing a direct draft on the pupils, or the flame. Under no circum- 
stances, should a room be used where artificial light is necessary 
in the daytime. 

nXISHIXG 

^Yalls 



VARIETY 


ADV.\NTAGES 


DISADVANTAGES 


Tiling (for wainscoting). 


Sanitary. 
Attractive. 
Durable. 
Easy to clean. 


Expensive. 

Glazed tile hard on eyes. 


Painted Plaster. 




Attractive. 

Cheap. 

Easy to clean. 




Calcimine. 




Attractive. 
Cheaper than paint. 


Cannot be cleaned as well as 

paint. 
Is not as durable as Paint. 


Wood (for wainscoting). 




Cracks, catch dirt. 
Hard to keep clean. 


Keen Cement (for 
sooting). 


wain- 


Attractive. 
Easy to clean. 
Durable. 


Expensive. 


Water-proof paper. 




Attractive. 
Can be cleaned. 


Not very durable. 


Paper. 






Fades; absorbs odors and 
grease; cannot be cleaned; 
is not durable. 

Harbor.s insects. 



Much of the attractiveness of a laboratory depends on the color 
of the walls. Eooms with a northern exposure may be warmed by 
Myalls tinted in tans or buff. For southern exposure, greens and 
greys must be used to advantage. The floor and wood work must 
liarmonize with the color of the walls. Shades of blue or rose are 
never permissible in a laboratory. 



Floor:. 



FINISH 


ADVANT.\GE. 


DISADVANTAGE 


Cork Tiling. 
Tiling. 


Attractive. 
Noiseless. 
Not fatiguing. 

Clean. 

Attractive. 

Durable. 


Expensive. 
Fatiguing. 
Danger of slipping. 



Domestic Economy in the Schools 11 

Floors — continued 



FINISH 


ADVANT.'XGE 


DISADVANTAGE 


Hard Wood. 


Comparatively cheap. 
Good appearance. 
Durable. 


Hard to keep clean. 


Soft Wood. 


Cheap. 


Porous, splinters easily. 
Hard to keep clean. 


Oil Floor. 


Easy to keep clean. 


Slippery. 


Linoleum. 


Clean. 

Attractive. 

Easy on feet. 

Durable. 

Comparatively noisless. 


Comparatively expensive. 


Cament. 


Easy to clean. 


Hard on feet. 
Cold. 

Liable to crack. 
Porous, absorbs grease and 
dirt. 



Linoleum is probably the most satisfactory and most economical 
in the long run. 

WOKK TABLES 

If only a small sum of money can be expended for equipment, 
it is advisable to use movable tables. An ordinary kitchen table 
with a drawer may be used and a mat of zinc or linoleum made 
for the top, to prevj^nt stainins: the table. 

These tables can be arranged in any desired position, depending 
upon the available space. Gas plates and individual ovens can be 
used on the tables, or two or three gas ranges used by different 
groups. 

By using fixed tables, better results can be obtained in working. 
These can be built at a reasonable price or can be made very 
costly, the expense coming chiefly in the finish and table tops. 
Tables can be purchased ready made from various companies deal- 
ing in laboratory furniture. Where wood is scarce, or labor high 
or inexperienced, it is better to buy them than to have them built 
by a local concern. 

In any form of table, it is important to have sufficient room for 
the pupils to work comfortably and enough closet or drawer space 
in which to keep an adequate number of utensils ; 26x30 inches is 
the usual working space for each pupil. (Height. 28 inches.) 



12 



Bulletin of the University of Texas 



TABLE TOPS 



Various table tops have been recommended and used, Init. as 
yet, none have given entire satisfaction. The following is a list 
of some of the talkie tops in general use with advantages and dis- 
advantages : 



MATERIAL. 


ADVANTAGE 


DISADVANTAGE 


Oak. 
Ash. 
Birch. 




Durable. 






Hard to keep clean. 












Glass. 




Easy to clean. 
Attractive. 
Does not stain. 






Cracks. 

Scratches. 

Expensive. 


Tile. 




Attractive. 
Comparatively inexpensive. 


Liable to crack. 
Hard to keep clean. 
Cement wears out between 
tiles. 


Vitrolite. 




Attractive. 
Easy to clean. 
Does not stain. 
Non-porous. 






Liable to crack. 
Expensive. 


Magnesium 


Enamel. 


Attractive. 
Easy to clean. 
Guaranteed not 
shrink. 


to 


crack or 


Expensive. 



AERANGEMEKT OF TABLES 

There are various wa^'S of arranging the fixed tables, and the 
method used should depend largely on the size and shape of the 
laboratorv. 



ARRANGEMENT 


-■ADVANTAGE 


DISADVANTAGE 


Parallel. 




Convenient in long narrow 
room. Teacher can pass easily 
down aisle. 


Not good for too large a class. 


Double parallel 




Economizes floor space. 


DifTicult for instructor. 
Teacher cannot see all pupils 
at one time. 


Slanted. 




Economizes floor space. 
Easy for teacher to see all 
pupils. 


Not attractive. 


Hollow square. 




Attractive. 

Easy for teacher to get 

around quickly to each 

pupil. 
Best arrangement. 


Requires more space. 


Single tables in 


row. 


Gives individual freedom. 
Working under home condi- 
tions. 





Domestic Economij in the Schools 13 

TABLE ATTACHMENTS 

It is convenient to have a wooden towel rack attached to the 
back of the table, one rack being enough for two girls. A mould- 
ing board is necessary for each girl and space should be allowed 
for them between the table top and the drawer. If the desks are 
so arranged as to allow enough space underneath it is convenient 
to have a swing seat attached to the gkIc of the table to swing 
underneath when not in use. Such seats are imcomfortable to sit 
on for any length of time, and are more expensive than the ordi- 
nary stools. 

STOVES 

When possible it is well to have a gas range for every two girls. 
This will depend upon the amount of money available for equip- 
ment, and it is not feasible if a moderate sum is to be expended. 
If individual stoves are used there should be a gas range and a 
coal or wood range in the room for Ijaking purposes, and to ac- 
custom the children to the use of a large stove and to different 
fuels. Wliere the individual gas plates are used, small ovens may 
be obtained for individual work. 

Individual stoves may be obtained for kerosene, gasolene, alco- 
hol, and the ditterent fuel gases. They vary in structure and 
price. A continuous iron grill is often used, extending the full 
leugth of the tal)le with bunsen burners for the flame. In the lat- 
ter case, individual ovens cannot be used. This form of hot plate 
is not expensive, and for tliat reason is frequently used. 

SINKS 

For a class of sixteen, at least two sinks are necessary. Some- 
times sinks are arranged for every two girls, but thev are ex- 
pensive and are not essential. 

Porcelain sinks are probably tlie best. They are easilv cleaned, 
durable and attractive in appearance, ))ut are expensive. For all 
purposes enameled iron is probably the most practical, it is inex- 
pensive, easily cleaned and durable. 

Xickel fittings are best; as they are easier to clean than the brass. 
and are more attractive. The strainer over the trap should be 
fine so as to prevent any large particles from getting into the 



14 Bulletin of the University of Texas 

trap. However, if the trap should become clogged, it may be 
easily cleaned Avithout a plumber, if an "S" shaped trap id used. 

LAVATORIES 

Two lavatories of porcelain should be placed in the locker room. 
Hot and cold water should be provided and paper towels for dry- 
ing the hands. The same kind of traps should be used here as in 
the sinks. 

CUPBOARDS 

The size of the cupboards in a kitchen must depend upon the 
space available for this purpose, but at least two cupboards are 
necessary for keeping extra utensils and dishes. A small cupboard 
for exhibit material would be ver\^ useful. 

The cupboard inust be built to suit the needs of the laboratory, 
and it is impossible to state the cost, as the price of labor and 
wood varies in different localities. 

The best cupboard is one with shelves, and glass doors above 
with closed shelves and drawers below. A cupboard of this kind 
could be painted or the natural wood may be hard oiled or stained 
to protect it. 

The exhibit case should be made to hold food exhibits, such as 
educational exhibits prepared by various food manufacturers, and 
canned and preserved foods prepared by the school classes. 

OTHER LABORATORY FITTINGS • 

A blackboard is a necessity in the laboratory. When only a lit- 
tle space is available, a sliding blackboard may be used. Such a 
board is built in two sections, one above the other and arranged 
so that they can slide up and down. The blackboard should never 
be placed on the wall with windows, as the glare is hard on the 
eyes. 

SUPPLY TABLES 

A supply table may be used for supplies alone, or it may be used 
as the teacher's demonstration table also. It is better when possible, 
however, to have two tables. The demonstration table may be 
made like those of the pupils' using only one section, or may be 
an ordinarv kitchen table. A kitchen table may also be used for 



Domestic Economy in the Schools 



15 



supplies, aJtboiigh a better form is one with a shelf and drawers 
underneath. 

CLOCK 

An open-faced clock with a dial of not less than eight inches 
in diameter should hang on the wall where it can be easily seen 
by all pupils. It is frequently needed for timing the cooking of 
foods and in experimental work. 

.MATERIAL FOR COOKING UTENSILS 

Choice of utensils must be governed by use. Generally speak- 
ing, thev must be of «uch material as can be easily handled and 
cleaned and must not be of material which is chemically affected 
bv foods. 



MATERIALS 


ADVANTAGE 


DISADVANTAGE 


USF.D FOR 


Aluminum. 


Fairly durable. 
Light weight. 
Heats quickly. 


Hard to keep clean. 
Expensive. 




Copper. 


Endures heat. 
Durable. 


Hard to keep clean. 


Omelet pans. 
Preserve kettles. 


Earthenware. 


Easy to clean. 
Inexpensive. 


Will not endure high- 
est temperature. 
Easily broken. 


Slow oven processes; 
pitchers, bowls, 
jars. 


Enamel. 


Easy to clean. 
Light. 


Less durable than 

steel and iron. 
Chips off. 


Kettles. 
Saucepans. 
Roasting. 
Baking. 


Iron. 


Endures intense heat. 

Durable. 

Not Expensive. 


Affects color of acid 

foods. 
Heavy to handle. 
Takes long time to 

heat. 


Frying pans. 
Kettles. 


SteeL 


Endures intense heat. 
Durable. 
Medium weight. 
Fairly easy to clean. 


Affects acid foods. 


Same use as iron. 

Baking. 

Roasting. 


Tin. 


Light weight. 


Will not endure in- 
tense heat. 

Hard to keep clean. 

Affects acid foods. 

Good quality not 
cheap. 


Measures. 
Saucepans. 


Wooden. 






Molding boards. 
Meat boards. 
Spoons. 


Granite. 


Inexpensive. 


Chips easily. 


Saucepans. 
Kettles. 



16 



Bull din of the University of Texas 



Suggested List of Utexsils for Cookixg, Cleaning and 

Serving • 

foe class of sixteen 
One Article for Each Stndent 



Article. 



Size. 



Material. 



Quantity. 



Cost per 
Dozen. 



Cost per 
Class. 



Bowl 

Bowl 

•Custard cup 

Measuring cup 

Measuring cup 

Bread tin 

Case knife 

Kitchen fork 

Vegetable knife 

Dover Egg Beater.. 

Spatula 

Frying pan 

Teaspoon 



Tablespoon... 



Mixing spoon 

Bowl strainer 

Egg whip 

Service plate 

Sauce pan (with cover). 

Sauce pan 

Double boiler 

Dish pan 

Mat 

Pepper shaker 

Crocks 

Tea plates 

Cups and saucers 

Soup bowl 

Patte tins 

Jars 

Jelly glass 



1 Pt 

1 1-2 pt. 



1-2 pt.. 
1-2 pt.. 



Medium 
Small 



Medium 
Medium 



Medium 
No. 729 
Heavy... 



1 pt 

3-4 pt .... 

1 qt. 

Small.... 
8 Small 



2 qt. 



1 pt.... 
1-2 pt. 



Earthern ware 1 

Earthern ware 1 



Earthern ware 

Glass 

Tin 

Block tin 

Steel 

Steel 

Steel 

Steel 

Steel 

Steel 

Single plated 

silver 

Single plated 

silver ;1 



1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz 
1-2 doz 
1-2 doz 



3 doz. 



Wooden 

Wire 

Wire 

Granite 

No. 12 Granite.. 
No 14 Granite. 



1 
1 

1 
1 

1 

1 

No. 52 Granite il 



Granite. 

Asbestos 

Aluminum 

Earthern 

English porcelain 
English porcelain 
English porcelain 

Block tin 

Mason glass top... 
Glass 



1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz. 
1-2 doz, 
1-2 doz, 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
1-2 doz 
doz. 
1-2 doz 



0.80 
1.00 

.75 
1.00 

.40 
3.00 

.50 

.50 
1.10 

.85 
2.75 
1.00 

1.40 

2.80 
.35 
. 75 
.25 
.90 

1.50 



25 

25 

00 

40 

.80 

1.00 

.60 

1.00 

1.00 

.15 

.50 

.25 



1.20 

1.50 

1.13 

1.50 

.60 

4.50 

.75 

.75 

1.65 

1.28 

4.13 

1.50 

4 .20 

4.20 
.53 



13 

.38 
1.35 
2.25 
1.88 
7.88 
4.50 

.60 
1.20 
1.50 

.90 
1.50 
1.50 

.23 
1.50 

.75 



One Article for Each Two Students 







Earthern ware 

Earthern ware 

Tin 


3-4 doz. 
3-4 doz. 
3-4 doz . 
3-4 doz . 
3-4 doz . 
3-4 doz . 
3-4 doz . 
3-4 doz . 
3-4 doz . 
3-4 doz. 
3-4 doz. 
3-4 doz . 


$ 2.00 

2.00 

.20 

.40 

.40 

1..50 

1.20 

.40 


$ 1.50 


Tea pot 


1 pt 

2 in 


1.50 




.15 




Small tin 


.30 






Tin 


.30 




Extra 

No. 750 




1.13 




Wooden back 

Wooden back 


.90 




.30 






.90 




2qt 

2 qt 


Porcelain 


1.80 

3.50 

.40 


1.35 






2.64 




Small 


Wire 


.30 









Domestic Economy in the Schools 
One Article for Each of Four Students 



17 



Article. 



Size. 



Material. 



Quantity. 



Cost per 
Dozen. 



Cost per 
Class. 



Bowl 

Muffin pan 

Chopping bowl... 
Vegetable slicer.. 
Chopping knife.. 
Coffee pot 



Baking pan 

Sauce pan 

Lemon rimmer.. 



3qt 

8 nest .... 
13 nest.. 
Small.... 



1 qt. 
No. 5 

12"x7J" 
x2i" 

2 qt. 
No. 16 



Earthern 

Block tin 

Wooden 

Wooden frame 
Steel - 

Granite 

Granite 

Granite 

Glass 



1-3 doz. 
1-3 doz. 
1-3 doz. 
1-3 doz. 
1-3 doz. 

1-3 doz. 

1-3 doz. 

1-3 doz. 
1-3 doz. 



1.60 
1.50 
2.00 
1.50 
1.20 

2.60 

3.65 

1.45 
.75 



.40 
.50 
.67 
.50 
.40 

.87 

1.21 

.48 
.25 



One for Class 





1 qt 

4 qt. 




1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 

1-12 doz.- 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 

1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 

1-12 doz. 
1-12 doz. 


$ 2.40 

3.00 

21.60 

40.80 

3.00 

.75 

3.60 

1.20 

.60 


■S .20 




Granite 


.25 


Griddle 


Medium 

Large 

Large 




1.80 


Tea kettle 


Aluminum 


3.40 




Steel..: 


.25 




Steel 


.06 




7 large.... 


Steel 


.30 




Tin 


.10 




Medium 

Large 

9"x9"x 
2f" 


Tin 


.05 




Tin 


.45 




Block tin 


.75 






.07 












Block tin 


.20 
2.40 
3.25 

.75 


.20 






Wire 


.20 




No. 708 
Medium 


Wire 


.27 




Wire 


.06 






1.00 




24 lbs .... 






1.25 










.05 




Small 


Emery 


1.00 

4.50 

27.00 

13.75 

18.00 

1.20 

.75 

.80 

.40 

12.00 

10.20 

33.00 

3.00 


.09 






.37 




3 qt ... 


White Mountain 
Universal 


2.25 




No. 2 


1.14 




Universal 


1.50 




12"xl6" 
8"xl2" 


Japanned 


.10 




Japanned 


.07 


Mallet 


Wooden 


.07 






Wooden 


.03 




4 qt. 8" 
No. 8 
Wagner 
No. 191 


Iron 


1.00 










.85 




Galvanized 


2.75 






.45 








.50 


Pitcher 


2 qt 

3 qt. 
No. 35 

2 Comp. 


While Enamel 

Royal Enamel 


7.50 
4.20 


1.25 








.35 
10.00 











18 



BvUeiin of the University of Texas 



Articles for Holding Provisions 



Article. 



Size. 



Material. 



Quantity. 



Cost per 
Dozen. 



Cost per 
Class. 



Flour bin 

Bread box.... 

Covered jar. 
Covered jar. 

Fruit jars 

Fruit jars 

Jelly glasses 



50 lbs 

15"xll" 

x9 

4 qt 

6 qt 

1 qt 

1 pt. 

1-2 pt 

I 



Japanned tin 1-12 doz. 



Japanned tin 1-12 doz. 

Stone 1-2 doz. 

Stone 1-2 doz. 

Mason glass tops. 3 doz. 
Mason glass tops. 2 doz. 
Glass 2 doz. 



$ 9.00 

7.80 

2.40 

4.80 

.60 

.50 

.25 



. /O 

.65 
1.20 
2.40 
1.80 
1.00 

.50 



Kitchen Furniture 









Vary 








No. 220 
3'x6' 




1-12 doz. 
1-12 doz. 
1-6 doz. 
1 1-3 doz. 




$ 20.00 




Wooden 


$ 33.00 


2.75 






7.50 




1 burner 






22.50 


1 gas or wood and coal range 


















Clock 

























Cleaning Equipment 



Broom. 



Dust pan 

Stove brush 

Floor brush 

Mop and handle..*. 

Dish towels 

Dish cloths 

Cleaning pails 

Wash board 

Liquid soap 

Paper towel holder. 



No. 75 
String 



No. 46 
No. 501 



1 yd 

1-4 yd. 



Small.... 
Holder.. 



Long handles.. 
Wooden back.. 
Wooden back. 



Linen crash 

Linen crash 

Indurate fiber.. 



Glass. 



1-6 doz. 


$ 3.75 


1-6 doz. 


1.50 


1-12 doz. 


3.00 


1-12 doz. 


2.40 


1-12 doz. 


3.00 


4 doz. 


10c yd. 


3 doz. 


10c yd. 


1-6 doz. 


3.60 


1-3 doz. 


1.80 


1-6 doz. 


15.00 


1-6 doz. 







$ 0.62 
.25 
.25 
.20 
.25 

4.80 
.90 
.60 
.60 

2.50 
.50 



DINING ROOM 

Furniture, Dishes^ Linen, Silver 



Dining room table . 



Dining room chairs 

Dining room arm chair.. 
Table pad 



Table cloth 

Napkins 

Doilies 

Tray cloth 

Cups and saucers.. 
Cups and saucers. 



Dinner plates 

Tea plates 

Bread and butter.. 

Cereal dishes 

Soup plates 

Sauce dishes 

Bread plate 



8 ft. Ex- 
tension 
No. L 40 



2 1-2 yds 

sq 

3 yds 



8 yds 

10"xlO" 



After 
dinner 

8-in 

6-in 



Oak 

Oak 

Oak 

Double canton 

flannel 

Linen 

Linen 

Scalloped linen. 

Linen 

Gilt edge porcelain 

Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
[Gilt edge porcelain 



1-12 doz. 
1-2 doz. 
1-6 doz. 



1-12 doz. 
1-6 doz. 
1 doz. 
1-2 doz. 
1-6 doz. 
1 doz. 

1 doz . 
1 doz. 
1 doz. 
1 doz. 
1 doz. 
1 doz. 
1 doz. 
1-2 doz. 




18.00 
45.00 
2.50 
6.00 
6.00 
2.00 

1.85 
2.00 
1.50 
1.25 
1.40 
1.80 
.90 
3.00 



9.50 
9.00 
7.00 



1.50 
7.50 
2.50 
3.00 
1.00 
2.00 

1.85 
2.00 
1.50 
1.25 
1.40 
1.80 
.90 
.25 



Domestic Economy in the Schools 



19 



Furniture. 


Dishes, 


Linen, Silvei 


— continued 




Article. 


Size. 


Material. 


Quantity. 


Cost per 
Dozen. 


Cost per 
Class. 


Vegetable dishes and cover 




Gilt edge porcelainj 1-6 doz. 
Gilt edge porcelain 1-6 doz. 
Gilt edge procelaini 1-12 doz. 


$ 13.20 
3.30 
2.75 
5.00 
3.60 
6.60 
3.00 
2.40 
1.50 
1.50 
.50 
.75 
1.25 

.90 
30.00 
3.00 
6.00 
6.00 
3.50 
6.00 
7.50 
3.00 


$ 2.20 


7-in 


.55 


Platter 


8"xlO" 
12"xl4" 
Medium 


.23 


Platter 


Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 
Gilt edge porcelain 


1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-12 doz. 
1-6 doz. 
1-6 doz. 
1 doz. 
1 doz. 

1 doz. 

1-3 doz. 
1-12 doz. 

2 doz. 
1-2 doz. 
1 doz. 

1 doz. 
1 doz. 
1 doz. 
1 doz. 


.41 




.30 




.55 






.25 




8-in 


.20 




Small 

Small 


Glass 


.25 






.25 




Glass 


.50 








.75 








1.25 


Glass dishes^ — 






.30 






Steel 

Silver triple plate. 
Silver triple plate. 
Silver triple plate. 
Silver triple plate. 
Silver triple plate. 
Silver triple plate. 
Silver triple plate. 


2.50 






6.00 






3.00 






6.00 






3.50 






6.00 






7.50 


After dinner coffee spoons.... 




3.00 





Scientific Experiment 






Article. 




Size. 


Material. 


Quantity. 




4 oz 

6 oz 

1-2 pt 

4, 5, 6-in 


Glass 

Glass 

Glass 

Glass 

Glass 


1 doz. 




1 doz. 


Flasks 


1 doz. 




2 doz. 




2-in 


1 doz. 






1-12 doz. 






1-6 doz. 




■- 




Glass 


1 doz. 




. 





V.\RIETV 


ADVANT.\GE 


DISADV.\NTAC.E 


Natural gas. 


Clean. 

Gives intense heat immedi- 
ately. 
Safe. 

Immediately available. 
Easily regulated. 


Not always available. 


Artificial gas. 


Clean. 

Easily regulated. 

Gives intense heat immedi- 
ately. 

Safe. 

Comparatively cheap if prop- 
erly used. 

Immediately available. 


Not always available. 


Gasoline gas. 


Clean. 


Expense of installing plant. 




Gives intense heat immedi- 


Care necessary to keep it up. 




ately. 


Dangerous unless properly 




Easily regulated. 


handled. 
High-grade gasoline must be 
used. 







20 



Bulletin of the University of Texas 
FUELS — continued 



Acetylene gas. 



Blau gas. 



Electricity. 



Wood. 



Gasoline. 



Alcohol. 
Coal oil. 



ADV.ANT.\ E 



DIS.\DVANT.\ E 



Easily regulated. 



Non-poisonous. 

Less explosive than acetylene 

gas. 
Easily handled. 
Easily regulated. 

Clean. 

Easily handled. 

Immediately available. 

No products of combustion 

present. 
No danger of fire if properly 

wired. 

Heats quickly. 



Easily obtained. 
Easily regulated. 



Non-explosive. 
Easily obtained. 



Expensive to install. 

Dangerous unless properly 
handled. 

Must be protected from freez- 
ing. 

Does not give very hot (lame. 

Too expensive at present for 
Texas. 



Too expensive for ordinary use. 
Utensils must be perfectly flat 

on plate. 
Hard on utensils. 



Ashes to be cared for. 
Requires care and attention to 

keep it up. 
Cannot be used for individual 

stoves. 
Keeps kitchen hot. 

Dangerous in inexperienced 

hands. 
Requires care and attention to 

filling and cleaning. 
Explosive. 
Draft interferes with flame. 

Draft interferes with flame. 
Requires care in filling and 

cleaning. 
Requires care and attention in 

filling and cleaning. 
Dangerous in inexperienced 

hands. 
Draft interferes with flame. 



Only fuels available in the homes of the community should be 
used. 

It is imi^ossible to give the cost of each fuel, on account of 
prices varying in different localities. 

ROOM FOR DOMESTIC ART 

A room chosen for Domestic Art should he -well lighted and 
afford plenty of space to accommodate the pupils without crowd- 
ing. It is best for all of the light to come from one side of the 
room, and the chairs should be so arranged as to let it fall over 
the left shoulder. In this way, tliere is no shadow on the work, 
and consequently less strain on the eyes. The same precaution 
should be taken in arranging the machines. 




a 



u 'S 



Domestic Economy in the Schools 



31 



Tables. — Individual sewing tal)les are preferable if laboratory is 
large enough to permit of both sewing and cutting tables, other- 
wise use sewing tables 3x7 feet. 

Lockers should be furnished for the pupils to keep their work 
in from lesson to lesson, and, if possible, a few drawers beneath the 
lockers will be found convenient to keep the finished articles in. 



Suggested Equipment for Domestic Art 

FOR sixteen pupils 



ARTICLES 


MATERIAL 


QUANTITY 


Machines. 


Standard make. 


Three. 


Long mirror. 




One. 


Ironing board. 




One. 


Irons. 


Electric. 


One. 


Screen. 


Triple folding. 


One. 


Tables. 


Hardwood unpolished, 3x7 






foot top. 


Four. 


Chairs. 




Ij dozen. 


Yard sticks. 




5 dozen. 


Scissors. 




J dozen. 


Sewing boxes. 


Heavy pasteboard. 


1 i dozen. 


Tape measures. 




li dozen. 


Tracers. 




Ij dozen. 



ELEMENTARY SYLLABUS 

Few schools can spare sufficie.nt time for the teaching of foods 
and texliles at the same time. When ou\j one subject can be 
taught it is recommended that textiles be taught, in the fourth 
and fifth grades, and foods in the sixth and seventh. Most schools 
have some form of handwork in the primary grades, and the sew- 
ing should be a logical continuation of this work. Both the sew- 
ing and cooking are planned to teach manipulation and to stress 
facts rather than theories. 

The home should be the central thought with all of the activi- 
ties of familv and social life radiating from it. By simple, logi- 
cal development of subject matter, the teacher should give the 
child a realization of the true function of the home, its importance 
as a social institution, and its relation to the eommnnity as a 
whole. 

The syllabus is planned to be complete in itself, and not merely 
a preparation for high school work. This will enable the girl leav- 



23 Bullet in of the Vniversity of Texas 

ino- school with onlv an elementaiv education to have a_fun(la- 
mental knowledge, not only of tlie practical activities connected 
with the home, but an appreciation of the responsibilities and op- 
portunities of an intelligent home-maker. 

I. Brief Study of the Home. 

1. General Consideration. 

a. Meaning of Home. 

b. Historic Development. 

c. Location. 

d. Sanitary Surroundings and Conditions. 

e. Essentials to a Good Home. 

2. Special Study of Kitchen. 

a. Furnishings. 

b. Equipment. 

c. Fuels — C^are of Stove. 

d. Care of Refrigerator and Sink. 

3. Study of Dining Room. 

a. Floor and wall finish. 

b. Furniture. 

c. Table Service. 

(1) Dishes. 

Compare Patterns, Cost, etc., of various samples. 
(Set loaned by local dealers for purpose.) 

(2) Silver. 

Simplicity of patterns. 
Care and cleaning. 

(3) Table Linen. 

Study of patterns, good and bad. 
Care of linen. 

Use of Un-Ironable Table Linen. 
L^se of Doilies. 

4. Some Activities in the Home. 

a. Fuels. 

(1) Study of Combustion. 

(2) Kindling point of various fuels. 



Domestic Economy in the Schools 23 

b. Water — determination of boiling point. 

(1) Explanation of bubble. 

(2) Taking of Temperature. 

(Eeview of Water Supply as studied in State Text- 
Book.) 

(3) Making Tea. 

Necessity of Fresbly lioiled Water. 

Effect of Boiling Tea or of Boiling Water. 

Standing of Tea on Leaves. 

c. Breakfast. 

(1) Eequircments of a Breakfast. 

(2) Foods commonly used for Breakfast. 

(a) Fruits. 

i. Source and Production. 
, ii. Handling and Care. 

iii. Fruits native to Specific Locality, 
iv. Preparation for Table. 

(b) Cereals. 

i. Source and Production. (Geography.) 
Trace (2) from the source to the table. 
How many people are involved in their 
manufacture ? 
ii. Home made Cereals. 
Bread crumbs. 
Eg}^ptian Wheat. 
Wheat, 
iii. Prepare Cereal. 

(Make Pireless Cooker and use in this 
cooking.) 
iv. Use of Left-over Cereals. 

(c) Prepare Egg on Toast. 
Discuss Garnish. 

(d) Make Coffee. 

Production and Manufacture. (Geography.) 
(Stress Harm to Children.) 

d. Serving of Breakfast. 

(1) Care and Cleaning of Dining Room. 

(2) Table Setting. 



24 Bulletin of the University of Texas 

(3) Breakfast Service. 

(4) Serve Simple Breakfast to Guests. 

(a) Market for Breakfast. 

(b) Estimate cost per Person. 

e. Luncheons. 

(1) Cream Sonps. 

(a) Study of Milk Supplies. 
Local Dairies. 

Care of Milk in Home. 
Milk Products. 

(b) Prepare Cream tSoups, using fresh and canned 

vegetables. 
{2) Cream Sauce and Cheese. 

(0) Omelet and Tomato Sauce. 

(4) Vegetables in Season, and produced in Community. 

Study Production. 

If possible raise vegetables in school garden. 

(5) Broiled Chops. 

Hamburg Steak. (Make Hamburg into Chops. 
Dip in egg^ and crackers. Bake in hot oven.) 

(6) Baking Powder Biscuits or Muffins. 

(Depending on supply of Eggs.) 
(Use kaffir and cornmeal for muffins.) 

(7) Salads. 

(Green vegetables from garden if possible.) 

(8) Dessert. 

(a) Norwegian Prune Pudding. 

(b) Cup Custard. 

(c) Tapioca Pudding. 

f. Preparation for giving a Luncheon. 

(1) Cleaning of House — Especially Sitting Eoom. 

Discuss Use and Finishing of the Room. 

(2) Care of Glassware and Silver. 

(3) Laundering of Linen. 

(4) Discuss Menus. 

Selection of Dishes. 
Cost Allowed. 



Domestic Econoinij hi llie Schools 25 

(5) Tieview Serving. 

Prepare and Serve Meal. 
g. Discussion of Large Group Entertaining. 
( 1 ) Invitations. ( English. ) 
("3) Table and Room Decorations. 

(3) Refreshments. 

i. Chocolate and Whipped Cream. 

ii. Drop Cookies. 

(Modifying same dough to make.) 
iii. Chocolate Cookies, 
iv. Spice Cookies. 

V. Xut Cookies, 
vi. Raisin Cookies. 

(4) Give Afternoon Tea to Group of Classmates or 

Mothers. 

Relate work as much as possible with the work done in : 

English. 

Geography. 

Mathematics. 

Also allow the work to furnish definite concrete material for 
the final branches. 

1. Review of Last Year's Work. 

II. Activities of the Home. — Continued. 

L Home Production of Food. 

a. Raising Vegetables in School Garden. 

b. Raising Vegetables in Home Garden. 
(1) Method of Planting. 

(3) Method of Cultivating, 
c. Preparation of the Vegetables for use. 
(1) Lettuce. 
(3) Radishes. 
(3) Onions. 

3. Preservation of Food. 

a. Canning of Cultivated Preserves. 

b. Canning of Cultivated Vegetables. 



26 Bulletin of the University of Texas 

c. "Preserving of Wild Fruits. _ 

(1) Grape Juice and Jelly. 

(2) Plum Jelly. 

d. Causes of Fruits Spoiling. 

3. Bread Making. 

a. Study of Cultivated Yeast Plant. 

b. Using Bread Sponge to make Grilled Muffins. 

c. Making Water and Milk Bread. 

4. Care of the Sick in the Home. 

a. Treatment of Contagious Diseases. 
(1) How to Prevent Spread. 

b. Care of Patient. 

(1) Bed. 

(2) Bathing. 

(3) Human Excretions. 

c. Invalid Cooking, 

(1) Arrangement and Serving of Invalid Tray. 

(2) Special types of diet : 

(a) Liquid. 

(b) Semisolid. 

(3) Diet for particular diseases. 

d. Care of Infant. 

(1) If possible have hands warm. Give demonstra- 

tion of bathing healthy child. 

(2) Clothing. 

(3) Daily Care. 

(4) Feeding. 

5. Household Laundry. 

a. Insanitary Aspect. 

(1) Factor in Spread of Disease. 

(2) Investigate condition in Public Laundries. 

(3) Investigate condition in Negro Cabins. 

b. Sanitary Laundries, 

(1) Home Laundry. 

(a) Method of Washing. 

(b) How to reduce amount. 

(2) Well conducted Public Laundry. 



Domestic Economy in the Schools 27 

6. Dinner. 

1. Contrast with Breakfast and Luncheon. 

2. Food Materials Used: 

a. Source — Production — Manufacture. 

b. Visit Meat Market. Flour Mill. 

c. Bakeries, Dairies, Grocery Stores. 

d. Prepare Dinner Dishes. 

(1) Soup Stock. (Use left-over soup meat.) 

(2) Eoast of Fowl. Giblet Sauce, or Cranberry 

Jelly. 
(2) Eoast Lamb. Mint Jelly — School Garden. 

(4) Vegetables in season. 

(5) Corn Breads. 

(6) Steamed Bread Puddings. (Emphasize left- 

over bread.) 
{7} Gelatin Dessert. 

e. Preparing and Serving Dinner. 

(1) Discuss and Plan Menu. 

(2) Discuss Table Decorations. 

(3) Compute cost per person. 

(4) Marketing. Make personal Selections. 

(5) Eeview Eules for Service. 

(6) Serve Dinner to eight or twelve guests. 

III. Household Budget. 

1. Division of Income. 

a. Food. 

b. Shelter. 

c. Clothing. 

d. Higher Life. 

e. Charity. 

f. Miscellaneous. 

2. Method of Keeping Accounts. (Palmer System.) 

IV. Feeding of the Family. 

1. Principles involved in Feeding Growing Children. 

a. Infants. 

b. School Children. 

(1) School Luncheon. 



28 Bulletin of the University of Texas 

2. Preparing and Serving Balanced Meal. 

a. Stud}' and Eeview of Food Vahies. • 

(1) Separate Milk into its Components Parts and 

Discnss Value of: 

(a) Protein. 

(b) Fat. 

(e) Carbohydrates. 

(d) Mineral Salts. 

(e) AYater. 

(2) Prepare Balanced Meal. 

(a) Use Fireless Cooker. 

(b) Use Steam Cooker. 

(e) Study Meat Substitutes. Especially use: 
i. Beans, 
ii. Peas, 
iii. I^uts. 

(3) Plan and Serve Sunday Xight Supper. 

(a) Suitable Combinations. 

(b) Use of Chafing Dish. 

(4) Plan Picnic Luncheon. Discuss Methods of Out- 

door Campfire Cooking. 

(a) Food Prepared at Home. 

(b) Food Cooked out of Doors. 

ELEMEJ^TARY DOMESTIC ART 

LOW FOURTH 

J. Xeedle Case. 
L Use, 

2. Material. 

a. Kind. 

b. Width, Cost. 

3. Cutting. 

4. Stitches — basting, blanket stitch. 

Correlate with practical work the development of sup- 
plies. 
Xeedles, thimbles, scissors, thread from primitive to 
present — using pictures and stories. 



Domestic Economy in the Schools 29 

II. Cotton Plant. 

1. Varieties. 

2. Production. 

3. Ginning — stoiy of Eli Whitney and cotton gin. 

4. Suitability for clothing. 

5. Maps showing cotton production and industry. 

III. Weaving — primitive. 

1. History of. 

2. Preparation of fibre. 

3. Method — teach warp and woof. 

4. Practical work. 

lY. Spinning. 

1. History of. 

2. Study of Loom. 

3. Practical demonstration. 

HIGH FOURTH 

I. Sewing Apron. 

1. Purpose; Kind suitable. 

2. Choice of materials as to : 

a. Appropriateness. 

b. Width. 

c. Cost. 

d. Wearing qualities. 

3. Pattern suitable to purpose. 

a. Placing. 

b. Cutting of material. 

c. Stitches — basting, running, hemming. 

4. Trimming. 

a. Feather stitch or chain stitch may be used instead of 
edging — produces less strain on muscles. 

II. Pillow Top or Table Scarf.^ 

1. Use. 

2. Material — coarse weave, plain color. 

3. Mitering corners, width, cost. 

4. Hemming:. 



30 BuUetin of the University of Texas 

» 

5. Application of Conventional Design — design to be devel- 

oped in Art Class. Study of form, proportion and 
harmony of design to shape, size, and color of cover. 

6. Development of simple stitch, not too small. 

III. Book Cover. 

1. Use. 

2. Value. 

3. Material — canvas, soft finish, quality, cost. 

4. Cutting. 

5. Application of stitches— finishing corners. 

6. Initial — very simple — done in outline stitches placing in 

j)roper position. Initial may be designed in Drawing 
Class. 

LOW FIFTH 

I. Darning. 

1. Practice piece — weaving on cards. 

2. Review warp and woof. 

3. Review w^eaving. 

4. Darn stockings. 

a. Discuss value of stockings, size of hole, etc. 

IT. Infant Sack. 

1. Material. 

a. Suitable for baby clothes. 

b. Suitable to season and climate. 

c. Width and cost. 

d. Durability. 

e. Laundering qualities. 

f. Placing commercial pattern. 

g. Stitches reviewed. 

2. Trimming — feather or briar stitch. 

a. Outing flannel or soft woolen material may be used. 

HIGH FIFTH 

I. Repair of cotton clothing. 

1. Value of garment. 

2. Effect of combining new, brightly colored patch with old. 

faded garment. 



Domestic Economy in the Schools 31 

3. Care of worn garment before laundering. 

4. Hemmed patch — practice. 

II. Darning on woolen material. 
1. Patching woolen garments. 

III. Cooking Apron. 
1. Use. 
?. Material. 

3. Wearing and lanndering qualities, cost and width. 

4. Adaptation of commercial pattern to figure. 

5. Economical cutting of material. 

6. Stitches — basting, sewing on buttons, making button 

holes, French seam, bias facing, hem, hand and ma- 
chine stitching. 

When a grade has a number of pupils who are over aged and 
who have had some experience in sewing, the following outline 
ma}' be substituted to advantage: 

I. Grored Cooking Apron. 

1. Suitability of material. 

2. Placing of patterns with regard to parts and economy of 

material. 

3. Method of making. 

4. Use of machine. 

a. Parts of machine. 

b. Threading of machine. 

c. Care of machine. 

d. Use of attachments. 

5. General application. 

II. Simple Undergarments. 

(Steps same as for I.) 

Til, Repair of Woolen Garments. 

(Steps same as for cotton clothing.) 

1. Darning on wool. 

2. Application to garment. 



33 



Bnlletin of the University of Texas 



SUPPLEMENTARY READINGS FROM STATE TEXT-BOOKS 



Title of Article. 



Name of Book. 




Author. 



Prehistoric Times General History 

Colonial Life School History of U. S 

Civic Problems — Pure F"ood, etc Civics — Texas and Federal 



Development of Agriculture.. 
Live Stock Industry. 



Distribution of Plants 

Distribution of Animals 

Man and Nature 

Food, Shelter and Clothing. 



Special Studies of Tea, Coffee, 
Sugar, etc 



Some Important Farm Crops. 

Animal Feeding 

Cattle 

Poultry 

Farm Poultry 



Farm Dairying.. 
School Gardens. 



Food and Energy.. 



What We Eat — Digestion, Etc 

What We Eat— Digestion, Etc. 
Heat 



Heat.. 



Heat and Work. 



Hiawatha's Fasting 

Hiawatha's Fishing 

First Thanksgiving 

Corn Song 

The Huskcr 

Story of an Apple 

Chores on a Sugar Plantation 

The Sick Little Oyster to the Pearl 

Fruit Vendors 

The Gleaners 

The Sowers 

Nutting 

Sugar Camp 

Story of Cotton 



The Cotton Bloom. 
Color 



Our First Home 

Love of Home 

A Mother's Care 

Evening at the Farm. 

Farm Home 

Home Lott 



Ventilation, Sanitation, Etc 

Household Accounts Palmer System 



Texas History. 
Texas History. 



Physical Geography. 
Physical Geography. 
Physical Geography.. 
World Geography 



World Geography (Books 

1,2) , 

Elements of Agriculture... 
Elements of Agriculture. . 
Elements of Agriculture 
Elements of Agriculture 
Elementary Prin. of Agr.. 

Elementary Prin. of Agr.. 

Elementary Prin. of Agr.. 

Human Body and Its 
Enemies 



Human Body and Its 
Enemies 



Human Physiology 

First Prins. of Physics. 

Physics, Part 1 

Physics, Part 1 



Hill Reader (3) 

Elson Reader (4) 

Elson Reader (5) 

Elson Reader 

Elson Reader 

Hill Reader (4) 

Hill Reader (5) 

Hill Reader (5) 

Art Literature (4) 

Art Literature (5) 

Art Literature (5) 

Art Literature (5) 

Art Literature (5) 

Story of Cotton and De- 
velopment of Cotton 
States 



Hill Reader (5). 
Physics 1 



Grannea 

Hill Reader (5) 

Hill Reader (5) 

Elson Reader (4) 

Elements of Agriculture .. 
Elementary Prins. of Agr. 

Human Bodies 



1-8 Meyer. 
95|Mace. 
156-163 

283 Barker, Potts, 

Ramsdell. 
289 Barker, Potts, 

Ramsdell. 
336Tarr. 
353 Tarr. 



369 
Ch. 1 



See 
Index 
Ch. 7 
Ch. 10 
Ch. 12 
Ch. 15 
31 

Ch. 33 

Ch. 35 



See 
Index 

See 
Index 

See 
Index 
242 

110 

144 

190 

280 

91 

287 

277 

58 

114 

36 

80 

44 

47 

73 

75 



101 

277 

7-12 

244 

391 

33 

Ch. 17 

Ch. 34 

See 
Index 



Tarr. 
Tarr and 
McMurray. 

Tarr and 

McMurray. 
Warren. 
Warren. 
Warren. 
Warren. 
Ferguson and 

Lewis. 
Ferguson and 

Lewis. 
Ferguson and 

Lewis. 

Hartman and 
Bibb. 

Hartman and 
Bibb. 

Ritchie. 
Carhart and 

Chute. 
Mann and 

Twiss. 
Mann and 

Twiss. 
Longfellow. 
Longfellow. 
Preston. 
Whittier. 
Whittier. 
Hutt. 
Hutt. 
Eugene Field. 



Rand, McNally 
& Co. 

Mann and 

Twiss. 
Smith. 
Ruskin. 
Grady. 
Trowbridge. 
Warren. 
Ferguson and 

Lewis. 
Hartman and 

Bibb. 



Doiiti'slic Econouiij in the Schools 33 

HIGH SCHOOL SYLLABUS 

The high school work, like that of the elementary school, cen- 
ters about the home. The scope is broader. In the high school 
not only are the social, economic and hygienic aspects studied, but 
the scientific aspect is especially emphasized. Experimentation 
and investigation become prominent. The subject matter is more 
definitely organized and grouped. 

The course in Foods and Sanitation is planned for the first two 
years' work. The material on the Home and Dietetics is planned 
for the junior and senior years. The adjustment of this work 
with the sewing will necessarily have to be decided in each indi- 
vidual school. It is probably best to have the food and sanitation 
work run parallel with the sewing and textiles the first two years. 
Many of our girls leave school after the end of the first and second 
years, and they should have some knowledge of these two subjects. 

If the high school work is not preceded by the elementary course, 
more time should be given to the work in the high school in order 
to complete tlie entire course. 

In no sense is this syllabus to be regarded as an outline with 
the lessons to follow in order given. It is a syllabus, and the 
grouping of the lessons must be determined by the needs of the 
community, the seasons of the year, the grade of children, and 
the best discernment of the teacher. 

FOODS 

I. Discussion of Course with Pupils. 

1. Scope and meaning of Domestic Economy. 

2. Object of this particular course. 

3 Necessary preparation for work by the pupils. 

a. Aprons, holders, note-books. 
4. Special word concerning the note-books. 

a. Loose-leaf note-books. 

(1) To contain outlines of lectures and discussions. 

(2) To record all experiments and recipes. 



34 



Bulletin of the University of Texas 
Form for Recording Experiments 



statement 

of 
Experiment 


Object Apparatus 
of and Mate- 
Experiment rials Nec'y. 


Procedure. 


Result. 


Conclusion 

and 
Application. 


















































II. study of Laboratory and Laboratory Management. 

1. Equipment. 

a. Use. 

b. Care. 

c. Arrangement. 

2. Eegulations for work. 

a. Discuss with class and deduct six or eight rules for 
Laboratory work, such as: 
(1) No student shall be admitted to a Laboratory 
lesson without a clean apron. 

III. Study of Water. 
1. Kinds. 

a. Hard. 

b. Soft. 
'2. ITses. 

a. In the body. 

b. In cooking. 

c. As a cleaning agent. 

3. Sources of water in the diet. 

4. Laboratory work. 

a. Place one cup of water in a glass beaker and heat. 

(1) Find temperature when small bubbles begin ^o 

rise. 

(2) Find temperature when larger bubbles begin to 

rise. 

(3) Find tempeiatiue when water l)oils. 

(4) Add two tablespoons of sawdust to one cup of 

water.' Bring water to boiling point, and find 
temperatu]'e when water boils. 



Domestic Economy in the Schools 35 

(5) Add two tablespoons of salt to one cup of water. 
Bring water to boiling point, and find tempera- 
ture when water boils. Explain and tabulate 
results, 
b. Use water in making tea and coffee. 

(1) Study history of tea and coffee plant. 

(2) Study process of preparation for market. 
(3) Study dietetic value of these beverages. 

(a) Prepare tea and coffee. 

IV. Study of :Fruits. 

1. The Apple. 

a. The growth. 

b. The uses. 

c. The kinds, 

d. The composition. 
(1) Taste. 

(3) Touch. 

(3) Cut a thin slice; hold to light and notice fibres. 

(4) Determine the amount of water in the apple by 

cutting into thin pieces and drying. 
(.5) Make a diagram of an apple showing the com- 
position. 

e. Nutritive value and digestibility. 

f. Cooking. 

(1) Apple sauce — Determine the recipe from knowl- 
edge of what apple sauce is and what you have 
learned concerning the composition of the 
apple. Determine through this experiment the 
time for adding sugar to apple sauce. Some 
add p-ugar at the beginning. Others add sugar 
when the apples are soft and ready to take 
from the fire. Compare results. Explain. 

(3) Apple Compote — Show finished product and allow 
class to develop recipe from the above experi- 
ment. 

2. Cranberry Jelly. 

a. Make cranberry jelly and s-ive for Thanksgiving. 

b. The Prune. 



36 BuUetin of the University of Texas 

(1) How do dry fruits diflFer from fresh ones? 

(2) Use fireless cooker in cooking dried fruit* 

(a) The fireless cooker can well be made by the 
children in the cooking class. 

V. Study of Fuels and their combustion. 

1. Comparison of common fuels used in Texas. 

a. Advantages and disadvantages. 

b. Danger. 

c. Cost. 

2. Study of kitchen range. 

a. Make drawings sliowing use of dampers and draughts. 

b. Make drawings of range with heat turned on the oven 
and on the water tank. 

VI. Study of Starchy Foods. 

1. Review the substances found in tlie fruits. 

2. Special study of the potato. 

a. Contrast the potato with the apple to determine its 

composition. Grate a weighed potato into cheese- 
cloth and wash out all that will come through the 
mesh of the cloth. Allow the liquid to settle. De- 
teimine the amount of starch and fibre and water 
in the potato. Draw diagram in comparative com- 
position. 

b. Iodine test for starch. Is there anytliing in vegetaliles 

we did not find in fruit? Place a dro]) of iodine on 
a piece of apple or a piece of potato. Note the re- 
sult. Put iodine on sugar: on cereals or bread. 
When docs the iodino turn dark? (Tliis is a fairly 
reliable test for starch.) 

c. Cooking of the potato. 

(1) Method to . determine how the potato should be 
.cooked. 

(a) Stir teaspoon of starcl\ into a half glass of 

cold water and allow to stand a few 
minutes. 

(b) Put one teaspoon of starch in medium warm 

water and allow to stand. 



Domestic Economy in the Schools 



37 



(c) Mix one teaspoon of starcli with one tea- 

spoon of cold water and add one-half cup 
of boiling water. Compare and draw con- 
clusion. 

(d) Prepare boiled potato. 

Change the boiled potato to mashed potato. 
3. Cereals. 

a. Composition. 
(1) Structure. 
(3) Manufacture. 

(3) Value as food. 

(4) Effect of the different methods of cooking on the 

flavor and dige&tion of cereals. 

(5) Cooking of cereals. 

(a) Test with iodine to determine composition. 



Digestion of Starchy Foods 



Food. 


Place of 
Digestion. 


Digestive 
Juices. 


Enzymes. 


Results. 











































VII. Study of Protein Foods. 
1. Eggs. 

a. Composition. 

b. Nutritive value and digestibility. 
e. l^he cooking of the egg. 

(1) In the shell. 

(a) Experiment: 

Boil an egg tliree minutes — open. Pour 
boiling water over an egg, push it back on 
the stove and allow to stand seven minutes. 
Open. Place an egg in cold water and 
bring to a boil. Open. Compare these 
three methods and decide the best way of 
cooking an egg in the shell. What does 
the boiling temperature do to the albu- 



38 Bulletin of the University of Texas 

men ? Apply this knowledge to *tnaking 
poached eggs, scrambled eegs, omelet and 
sponge cake. Compare cost of serving Qg^ 
in omelet and poached. 

3. Milk. 

a. Care in handling. Cost. 
(1) A^isit dairy if possible. 

b. Nutritive value and digestibility. 

c. Prepare : 

(1) Junket. Cost and nutritive value. 

(3) As a group, heat one cup of sour milk. Take off 
samples at 40 degrees, 70 degrees, and 100 de- 
grees C. Strain and compare results. Test 
filtrate and residue for protein. 

(3) Prepare cottage cheese. 

(4) Put a drop of cream on filter paper. Dry. Ob- 

serve formation of characteristic spot. Te^^t 
for fat., 

(5) Churn one part of double cream, observing proper 

conditions for buttermaking. Weigh the but- 
ter obtained. C!ompare the cost of butter 
bought in the market with that made from 
cream purchased. What food principle is sep- 
arated from the milk by this process? 

3. Study of Cheese. 

a. Source. 

b. Manufacture. 

c. Varieties. 

d. Nutritive value and digestibility. 

e. Cooking. 

(1) Experiment: 

Melt some cheese at low temperature. Boil 
some of the melted cheese. Compare. Pre- 
pare a rarebit. Use : 
^- Cup American cheese. 
■| Cup heated milk. 
•J Teaspoon salt. 
2 Eggs. 



Domestic Economij in the Schools 
Digestion of Protein Foods 



39 



Food. 


Place. 


Digestive 
Juice. 


Enzymes. 


Results. 











































YJII. Study of Fatty Foods. 

1. Eeview test for butter. 
3. Composition. 

3. Value as a food. 

4. Kinds. 

5. Effects of heat on : 

a. Butter. 

b. Cottonseed products. 

c. Fats, meati?, etc. 

6. Cook breakfast bacon. 

7. Make mayonnaise and French dressing. Stale French 

dressing in test tube, hold to light, and observe. 
Compare permanent and temporary emulsions. 

Digestion of Fats 



Foods. 


Place. 


Digestive 
Juice 


Juices. 


Enzymes. 


Results. 

















































IX. Further Study of Vegetables. 

1. Test vegetables for 

a. Starch. 

b. Sugar. 

c. Fat. 

d. Protein. 

2. Discuss composition, nutritive value, use in diet. 



40 



Bulletin of the University of Texas 



Classify : 

According to composition. 

(1) Strong flavored. 

(2) Sweet flavored. 

(3) Starchy. 

(■i) Leguminous. 
(5) Green. 
Prepare : 

a. Spinach. 

b. Creamed onions. 

c. Escalloped cabbage. 

d. Baked beans. 

e. Vegetable salad. 



Fats. 



Proteins. 



Carbohydrates 



Water 



Mineral Matter. 



Butter 
Lard 
Fat meat 
Olive oil 

Peanut oil 

Oleomargarine 

Cream 


Lean i 
Egg w 
Dried 


meat 
hite 
cod fish 

Peas 
Beans 
Lentil 
Peanu 


Sugar 
Starch 
Syrup 
Honey 

s 
ts 


Tea 
Coffee Salt 




Cheese 
Eggs 
Bacon 
Salt Pork 
Salmon 




Vegetables 
Fruits 








Wheat 
Oats 
Corn 
Rye 





MILK 
A complete food 



X. Classification of Food Principles. 

1. Organic. 

a. Carbohydrates. 

(1) Starches and sugars. 

b. Fats. 

c. Proteids. 

2. Inorganic. 

a. Mineral salts. 

b. Water. 



Dojiicstic Ecoiwmi/ in the Schools 41 

XI. Beview tlie Methods of Cooking Food Principles. 

1. Apply to tlie cooking of some j^roduct where no definite 

recij^e is required. 

2. Prepare a breakfast of fruit, cereal, omelet, toast and 

coffee. Determine cost. Prepare a five cent break- 
fast; an eight-cent breakfast. 

XIJ. Preparation of Foods Pequiring Definite Eecipe. 

1. A short course in cooking and the development of the 
recipe, 
a. Starcli as a basis of thickening. 
(1) Corn starcli. 

(a) Determine the amount of corn starch neces- 

sary to thicken one cup of water to a 
consistencv that will mold. Use: 

1 Cup water and 1^ tablespoons corn starch. 

1 Cup water and 2 tables}X)ons corn starch. 

1 Cup water and 1 tablespoon corn starch. 

(b) Compare the results when the material is 

cold. 

(c) Apply experiment in making a corn starch 

mold, 
i. Use: 

f Cup of milk. 

3 Tablespoons of sugar. 

? Corn Starch, 
ii. Serve with caramel sauce. 
(Dictate recipe.) 

(d) Use flour in place of corn starch. 

(e) Compare the thickening properties of one 

tablespoon of flour with one tablespoon 
of corn starch. 

(f) Prepare cream sauce. Method of mixing: 
i. Use: 

1 Tablespoon of flour to 

1 Cup of liquid, and 

3 Tablespoons of flour to 

1 Cup of liquid, and 



42 . BuUetln of the University of Texas 

4 Tablespoons of flour to • 

1 Cup of liquid. 

Compare each and discuss possible use. 
(g) Use thin cream sauce for vegetable soup, 
(h) Use medium cream sauce for creamed car- 
; rots. 

(i) Prepare rice croquette with thick cream 

sauce. 

b. Egg a.s a Basis of Thickening. 
Experiment : 

(1) Determine how much egg is necessary to use in 

place of one tablespoon of flour when one cup 
of liquid is used. 

(2) Apply to the making of a custard. 

(3) Apply to the making of a custard where one 

tablespoon of flour is used as a part of the 
thickening for one cup of milk. 

(4) Apply to the making of a salad dressing where 

egg is used entirely for thickening one cup of 
liquid. 

(5) Apply to the making of a salad dressing where 

egg and one tablespoon of flour are used for 
one cup of liquid. (C^ompare uses of (4) 
and (5). 

(6) Make a salad. 

(7) Eeview salads, vegetables and mineral salts. 

XIIT. Doughs and Batters (Flour, eggs, milk, etc., are required) : 

1. Measure carefully a cup of unsifted bread flour. Sift and 

measure again. Explain difl'erence in amount. 

2. To -} cup of flour add enough water to make a stiff dough. 

Work this dough in the hands until smooth and elastic. 
Work under cold water until it gives no starch test. Test 
a small portion of the gluten for protein. Bake one in a 
hot oven. 

•3. Prepare popovers: Use tlie following proportions: 



Domestic Economy in the Schooh 



43 



Liquid (milk) 


Flour (bread) 


Egg. 


Fat. 


Salt. 


1 c. 
1 c. 
1 c. 


3-4 c. 
7-8 c. 
1 c. 


1 
1 
1 


1 tsp. 
1 Isp. 
1 tsp. 


1-4 tsp. 
1-4 tsp. 
1-4 tsp. 



In each case divide the batter, beat one part thoroughly and 
simply mix the other. Bake in buttered molds in a hot oven 
("2.50 degrees C.) for 35 minutes, lower the heat and bake for 20 
minutes longer. Do not fill molds more than one-fourth full. 

Give practical oven tests : Burning of paper, browning of flour. 

4. Further prepare popover mixture: Use the following pro- 
portions : 



Liquid. 


Flour. 


Egg. 


1 c. 


1 c. 1 1 



Fry a portion for a griddle cake. How shall we change the 
flour and the fat? What is necessary to make them light? Sub- 
stitute ?our milk for sweet and fill in the following for sour milk 
griddle cakes: 



Liquid. 


Flour. 


Egg. 


Fat. 


Salt. 


Sugar. 


Soda. 




? 


1 


1 tbsp. 


1 tsp. 


1 tsp. 


1-2 tsp. 







Discuss digestibility of pancake and desirability of using. 

5. Study Soda: 

.Add a tablespoon of sweet milk to { teaspoon of soda in a 

test tube. 
Add a tablespoon of sour milk to ^ teaspoon of soda in a 
test tube. 
Compare. Bring the mouth of the second tube near the mouth 
of another tube containing lime water. What is the gas? 

Test sour milk, vinegar, and hydrochloric acid with litmus 
paper. Is the reaction the same in all three cases? To what 
class of substances do these belong? Add a little vinegar to soda 
and test the gas with lime wa'ter; repeat using hydrochloric acid. 
What class of su Instances give off carbon dioxide with an acid? 



44 Bulletin of the University of Texas 

Add a little hot water to l)aking powder and collect \^c gas in 
lime water. What is the gas? What class of substances must 
baking powdei' contain? Make a solution of cream of tartar, of 
acid phosphate, of lime, and of alum ; test each with litmus. Add 
a little soda to each in turn and collect the gas in lime water. 

Add a little water to some baking powder in a test tube. Boil. 
Test with iodine. Why is the substance used? 

Weigh 1 teaspoon of soda and dissolve it in 300 c.c. of water. 

Mix 4 cup of sour milk with -o- cup of water. 

Add the soda solution from a graduated measure slowly to the 
sour milk until the sour milk is neutral to litmus. 

Calculate the amount of soda to use with one cup of sour milk. 

Make 9 ounces of baking powder. Use the following : 

Starch. Soda. Cream of Tartar. 

1 oz. (10c. per lb.). 2 J oz. (10c. per lb.). 5i oz. (40c. per lb.) . 

Sift and mix thoroughly. Compare the price of the above with 
the baking powder on the market. 

6. Prepare Mutfins : 

a. Discuss changes in pancake recipe to make a muflfin. 

b. Rich Muffins. -Review recipe for plain muffin. 

fJow shall we increase the richness? Try out two or three 
suggestions : Compare with a rich muffin recipe. 

7. Prepare Ginger Bread : 

a. How does ginger bread differ from the muffin? What in- 
gredients must be added to make a ginger bread? 

b. Muffin: 

\ cup butter. 1 e^g. 

\ cup sugar. 2 cups flour. 

^ tablespoon salt. i? cup of milk. 

4 tablespoons baking powder. 

c. Ginger bread recipe: 

\ cup butter. ? sugar. 

^ teaspoon salt. ? ginger. 

4 teaspoons baking powder, "l cups flour. 
? molasses. % cup milk. 

1 egg. 

d. Change this recipe and use sour milk. 



Domestic Economy in the Schools 



45 



8. Prepare plain cake and chocolate cookies. 

TABULATE. 



Article. 


Flour. 


Milk. 


Eggs. 


Salt. 


Fat. 


Sugar. 


Price 

per 

Cake. 


Popover 




• 












Pancake 
































Waffles 
































Plain Muffin 
















Rice Muffin 

















































































XIV. Meats. 

1. Structure. 

a. Scrape a piece of meat with a knife and note the 
structure. 
Examine a muscle fibre under the microscope and 
make a drawing of it. 
2. Compare nutritive value. 

a. Cuts of meat. Visit a meat market and notice loca- 

tion of the various cuts of meat. Draw fiorure of 
beef carcass and place in the various market cuts. 

b. Digesh'bilitv of meat. 

c. Cooking of meats. 

(1) The reasons for cooking. 
(?) The methods of cooking. 

(a) Cut stew meat into small squares and 

divide in three portions. 

i. Cover one portion with cold water and let 

stand half an hour. Then heat slowly 

to boiling point. Boil three minntes. 

ii. Place the second portion in boiling water; 

boil three minutes, 
iii. Sear a third portion, in hot fat. Cover 
with boiling water and boil three 
minutes. Cut open a piece from each 



46 Bulletin of the University of Texas 

and compare. Explain difference in 
broth. Finish as beef stew ^'ith vege- 
tables, 
iv. Prepare sonp, using: (i) a soup bone; 
(ii) soup meat. Compare results. Di- 
vide et^ch in two portions. Clear one 
and serve as bouillon. Serve the other 
as vegetable soup. 
V. Prepai-e roast beef, round steak, baked 
ham and chicken fricassee. Use fire- 
less cooker for tough meats. Use left- 
over meat in croquettes, minced on 
toast, casserole of rice and meat and 
cottage pie. 

XV. C'anning and Preserving of Foods. 

1. Study of wild yeast and bacteria. 

a. Growth. 

b. Where found. 

c. Means of killing. 

2. Applied to canning, 
a. Experiments : 

(1) Sterilize four test tubes with corks to fit and 
mark No. 1, No. 2, No. 3, and No. 4. HaJf 
fill three of them with uncooked fruit cut in 
small pieces : 

(a) Fill No. 1 with cold water, cork and seal 

witli wax. 

(b) Cover fruit in No. 2 with cold water and 

boil five minutes, fill witli boiling Avater, 
coi'k and seal. 

(c) Treat No. 3 in the same way as No. 2 but 

allow it to remain uncorked. 

(d) Fill No. 4 with cooked fruit at boiling tem- 

perature, cork and seal. 

Pepeat No. 4. using an unsterilized test tube 
and cork. Note results at the end of 24 
hours, and after several days. 

A]i]ily this experiment in the canning of 



Domestic Economy in tlie Schools 47 

fruit and the making of jelly. Formu- 
late a set of directions for the process. 
Compare with the commercial product as to 
cost and quality, and labor involved. Un- 
der what circumstances should the house- 
keeper can her own fruit? 
XVI. Breads. 

1. Quick breads. 

a. Baking powder bii^cuit. 

b. Short cake. 

2. Yeast Breads. 

a. Comparison of biscuit and bread. Knead a small 

ball of dough some minutes. Note the effect. Ex- 
plain. Could baking powder be used as source of 
gas in kneaded bread ? Why not ? What is used ? 

b. Study of yeast: 

(1) Examine a microscopic slide — one with growing 

yeast. A'ote shape, wall, budding. 

(2) How does it behave in bread? 

Mix 1 tablespoon of flour and ^ cake of yeast 
in ^ cup of water. Pour into three test 
tubes, No. 1, No. 2, No. 3, and No. 4. 

(a) To No. 1 add boiling water. 

(b) To No. 2 add cold water and set to freeze. 

(c) To No. 3 add warm water and keep in a 

warm place. 
Examine each tube for foam ; for bubbles. 
Explain. 

(3) Make a bread sponge. 
i. Use: 

^ cup scalded water. (Why?) 

1 tablespoon sugar. 

■} tablespoon butter. 

^ cup Hour. 

1 saltspoon salt. 

^ cake yeast. 

Metliod of mixing and heating to be deter- 



48 BuJleiin of the University of Texas 

mined from the facts known. Bake as 
grilled muffins, 
(i) Make bread : 

Here the sponge is started before the class 
and the children complete the process of 
bread-making. 

(5) Rolls: 

Study the eifect of added butter and sugar 
on growth of the yeast. 

(6) Coffee cake and buns. 

SOCIAL WOltK 

A luncheon to mothers — 20 cents per plate allowed. 
An afternoon tea to teachers of high school. 
Refreshments for Faculty Meeting. Determine cost. 

DOMESTIC ART 

TWO-YEAK HIGH SCHOOL COURSE 

Two double periods per week for two years, or one double period 
per week for four years. 
Clothing and Textiles : 

Practical work but emphasis also given the historic, economic, 
•sociological and artistic phases. 
Art Principles : 

Principles of nrt as they are related to dress should be included 
in all textile work. 

First Year. Lecture and Stmly. 

I. History of the ]:)rincipal textile fabrics. 

II. Special study of cotton' and linen. 

1. Production of raw mnterial. 

2. Manufacture. 

a. Weaving. 

b. Bleacliing. 

c. Dying. 

d. Printing. 

e. Adulteration. 



Doiaesiic Economy in the Schools 4^ 

Til. Household Linens. 
L Bedding. 

(a) Sheets and pillow cases. Comparison of iiome- 

made with bought as to : 

(1) Quality. 

(2) Size and length. 

(3) Cosi;. 

(b) liable Linen. 
(1) Quality. 
(3) Design. 

IV. Physical and Chemical Tests for Identification of Fabrics. 

V. Study of Trimmings adapted to Cotton and Linen Fabrics. 

1. History of lace and embroidery making. 

2. Method of manufacture. 

3. Durability. 

a. Wearing qualities. 

b. Washing. 

4. Suitability. 

a. Pleasing in line, design, form, color. 

b. Adaptation to garment for which it is intended. 

5. Cost. 

a. Initial cost. 

b. Labor and time saved in use of bought trimmings. 
e. Final cost, including laundry. 

Yl. Hygiene of Clothing. 

1. Adaptation to climate. 

a. Protection from heat and cold. 

2. Adaptation to figure. • 

3. Sanitary care and laundering of garments. 

YII. Aesthetic Aspect of Clothing. 

1. Appropriateness of material for purposes for which it 

is intended. 

2. Good design. Direct application of design to figure and 

appearance of wearer. 

3. Study of color in relation to use and becomingness. 



50 Bulletin of the University of Texas 

VIII. Practical Work. 

1. Study of materials adapted to specific garments as to 

sititabilit}'. rearing qualities, cost. 

2. Stud}^ and application of various band stitches used in 

garment making, 

3. Instruction in care and use of sewing machine. 

4. Making of garments requiring both hand and machine 

work. 

5. Drafting and adapting of patterns to the individual. 

6. Care of clothing, darning, mending, remodeling and 

renovating. 

IX. Exercises. 

1. Sewing bag. 

2. Household linen. 

a. Bedding. 

(1) Sheets. 

(2) Pillow cases. 

b. Toweling. 

c. Table linen. 

3. Set of underclothing. 

a. Combination drawers and corset cover. 

b. Gown. 

c. Skirt. 

Second Year. 

I. Eeview of Principles underlying Cotton and Linen Textiles 
learned in First Year. 

1. Testing and setting of colors in cotton and linen fabrics, 

2. Testing for shrinkage. . 

3. Method of shrinking before making into garment. 

4. Testing Linen for adulteration. 

5. Mercerizing — process and durability. 

6. Distinguishing mercerized from calendered cloth. 

7. Eemoval of stains from cloth. 

II. Study of Silk and Wool Fabrics as outlined in First Year's 
work under I, II, III, IV. V, VI. 

1. Computation of cost and hours involved in making of 
garments. 



Domestic Economy in the Schools 51 

2. Compute value of hours with average wage paid seam- 

stresses. 

3. Compare cost, wearing and laundering qualities of gar- 

ments as estimated in 1, 2, 3, and 4 with bought gar- 
ments of similar texture and design. 

4. Study of labor question as it concerns women and chil- 

dren engaged in manufacture and sale of garments. 

a. Hours. 

b. Wage. 

c. Age. 

d. Sanitary conditions. 

(1) Light and ventilation. 

(2) Dressing rooms. 

(3) Seating facilities. 

e. Social and economic agencies for the betterment of 

working conditions. 
(1) Welfare workers. 
(3) Clubs and other organizations. 

(3) Young Women's Christian Association. 

(4) Consumers' League. 

(5) Child Labor Association. 

(a) Xote. — Class Excursions to investigate local 
conditions. 

5. Budget — meaning of as influenced by : 

a. Income. 

b. Eeady-made or home-made clothing. 

c. Wardrobe on hand. 

d. Social life or Occupation. 

e. Problem. 

(1) Cost of wardrobe of individual girl. 

(2) From information gained from individual ac- 

ccounts formulate a practical budget for a 
school girl. 

6. Decoration of household linen. 

III. Practical Exercises. 

1. Measurements for shirt waist. 

a. Adaptation of shirt waist to individual. 

b. Makinar of shirt waist — cotton or soft silk. 



52 Bulletin of the University of Texas 

2. Appropriate marking of household linen with application 

of on towels and napkins. • 

3. Making of linen or cotton one-piece street gown. 

4. Discussion of tailored finish as applied to wool materials. 

a. Testing for fastness of colors, sponging of wool, press- 

ing, shrinkage of canvas. 

b. Tailored wool skirt. 

5. Darning, patching ajid mending silk and wool garments. 

HYGIEATE OF THE HOME 
I. Sanitary Housing. 

II. Heating, Lighting and Ventilation. 

1. Belation of heating and lighting to ventilation. 

a. Stud}^ of heating system. 

(1) Furnace, steam, stove, fireplace, etc. 

(2) Comparative costs. 

< b. Study of lighting systems. 

(1) Candle, oil, gas, electricity. 

(2) Comparative cost or value, 
c. Study of ventilating system. 

(1) Ventilation of public buildings. 

(2) Ventilation of home. 

2. Practical woi-k — figure costs of systems. (Stereopticon 

slides.) 

III. Water Supply. 
1. Source. 

(1) Wells, creeks, etc. AVhich is the best? 

b. Necessity of sanitary supply. 

c. Methods for obtaining sanitary supply. 

(1) Filtration. 

(2) Distillation. 

d. How contaminated. 

(1) Sewerage. . 

(2) Waste. 

e. Practical work — Visit waterworks. 



Domestic Economy in the Schools 53 

IV. Milk Supply. 

1. Source. 

2. Dangers from dirty milk. 

a. Diseases can-ied by milk. Examine milk with high- 

power microscope. 

b. Bacterial contamination. 

3. How contaminated. 

a. Improper care by producer. 

b. Improper care in home. 

4. Care of milk in home. 

a. Clean utensils. 

b. Necessity of low temperature. 

5. Practical work — A'isit dairy. Study of local milk sup- 

plies. Prepare petri plates and determine bacterial 
condition of milk. 

a. P]ffect of heat and cold on growth of bacteria. 

b. Effect of light and darkness on growth of bacteria. 

c. Compare different supplies for bacteria. 

Make drawings. 

V. Disposal of Waste. Sewage and garbage. 

1. Eural and City methods. 

2. Sanitary and economic methods. 

a. Sanitary cans for garbage. 

b. Burning of garbage. 

c. Disposal of sewage. 

3. Practical work — Study local methods of disposal. Sug- 

gest ways of improving same. 

YI. Care of Home. 

1. Kinds, sources and dangers of dirt. 

2. Ways to prevent accumulation of dirt. 

3. Ways to remove dirt. 

a. Clean glass. 

b. Clean wood work. 

c. Make and use furniture polish. 

d. Make and use duster. 

e. Dust room with feather duster and expose petri plate, 
f. Dust room with the dustless duster and expose perti 

plate. Compare results. 



54 Bulletin of the University of Texas 

(1) To prepare petri plates : Sterilize petri pl&tes by 
boiling for fifteen minutes, 
(a) Chop fineh' -] lb. lean, juicy beef. 
(2) Mix this with 1 cup warm water. 

(c) Heat in double boiler — stirring often until 

water in pan has boiled 15 minutes. Re- 
move inner dish, place directly over fire, 
and allow broth to boil 10 minutes. 
Strain through cotton flannel. 

(d) Add \ teaspoon bicarbonate of soda. Eeplace 

water lost by evaporation. 

(e) Moisten 3 tablespoons of gelatin in cold 

water and add to boiling broth. When 
dissolved, strain through hot flannel, 
(f) Put 3 or 4 tablespoons in several small bot- 
tles. Plug mouth with cotton for three 
successive days. Place bottle on folded 
cloth in pan of cold water and boil 15 
minutes. Then soil is ready to use in 
petri glasses, 
g. Sweep and dust. 

h. Make list of cleaning agents, give value of each. 
4. Order of cleauing a room. 
.0. Practical work — Cleaning kitchen. 

VII. Elimination of Household Pests. 

1. Bed bugs. 

2. Cock roaches. 

3. Flies. 

a. Get rid of breeding places and keep home screened. 

4. Ants. 

a. Mix borax and sugar. Put in place where ants are 
found. 
Pef erences : 

Sanitation in Daily Life, Ellen Richards, 
Dust and Its Dangers, Prudden. 

U. S. Department of Agriculture, Washington. D. C. Bureau 
of Entomology, Circulars: 



Domestic Economy in the Schools 55 



No. 34. House Ants. 

No. 47. The Bed Bug. 

No. 51. Cock Eoaches. 

No. 71. House Flies. 

THE HOME 

I. Historical Development of Home. 

1. Primitive. 

2. Ancient. 

3. Modern. 

4. Collect pictures of shelter of early people. Use lantern 

to show Greek, Eoman and Colonial Home. 

II. Location of House. 

1. Study of environment. 

a. Location — county, city, etc. 

b. Site. 

c. Soil. 

d. Possibility of improvement. 

2. Visit places of building. Notice soil layers. 

3. Experiment with clay, sand, gravel and humus for po- 

rosity and impervious characteristics. 

a. Use large glass tubes, fill one-third with various soils. 
(1) Add 1 cup water to each, and note results. 

b. Arrange layer of clay at bottom and gravel at top. 
(1) Add 1 cup water, and note results. 

III. House Planning and Construction. 

1. Architectural style. 

a. Domestic — (Farm and town house as developed in 
United States.) 

2. Materials suitable. 

a. As determined by climate conditions. 

b. As determined by natural resources of locality. 

c. Cost of various styles per cubic foot. 

3. House Plans. 
a. E.tterior. 

(1) Foundation. 
. (2) Walls. 



56 Bulletin of the University of Texas 

(3) Eoof. ^ 

(4) Windows. 

(5) Doors. 

b. Interior. 

(1) Arrangement of rooms. 

(a) For convenience. 

(b) For sunshine. 

c. Visit houses in process of construction. Note ma- 

terials used, uniformity, etc. 

d. Phm bungalow, the cost not to exceed $3,000.00. 

Draw first and second floor plans. 

IV. Heating and Ventilating. (Review course in sanitation.) 

1. Study fuels — cost and use. (Eeview. 

2. Study various methods of heating — furnace, hot water, 

etc. 
a. Visit school plant. 

(1) Efficiency. 

(2) Convenience. 
(3) Labor involved. 

3. Ventilation. (Review.) 

a. Relation of fresh air and humidity to health. 

b. Amount of fresh air and humidity necessary to 

health. 

c. Discuss draught in bedroom and arrange means of 

preventing. 

d. Have boys, when possible, make permanent Avind 

shields, or have girls make models. 

\. Lighting. 

1. Natural. 

a. Arrangement of windows. 

2. Artificial. 

a'. Evolution of lightning. (Write to Smithsonian In- 
stitute, Washington, D. C.) 

b. Advantage or disadvantage of various types used. 

VI. Water Supply. 

1. Natural. 

2. Artificial. 



Domestic Economy in the Schools 5'<' 

a. Wells. 

(1) Contamination of wells and cisterns. 

(2) Sources of contamination. 

(3) Methods of detecting impure water and methods 

of purifying, 
(a) Experiment: Cork tightly one pint of 
water, place in warm place for three days. 
A foul odor indicates impurity of the water. 

3. Plumbing for city house. 

a. Study of fixtures, traps,— system showing circula- 

tion of water. 

b. Eemoval of waste. 

4. Waster system of country home. 

a. Septic tank— make model and diagrams. 

b. Cess pool. 

VII. Garbage Disposal. 

1. For home. 

2. In city. 

YIII. Home Finishing. ■ 

1. Exterior. 

a. Material. 

b. color as suited to climatic conditions. 

2. The interior floors, walls and ceilings. 

3. Suitability of finish. Durability of finish. 

4. Aesthetic requirements. 

a. Make collection of various woods and finishes. 

5. Economic considerations. 

IX. Study of Special Kooms. 

1. The kitchen. (Eeview arrangement sanitary appoint- 
ment of cooking laboratory.) 

a. Location and arrangement. 

b. Size. 

c. Equipment and utensils. 

(1) Comparative advantage and disadvantage of 
cooking utensils with due consideration of 
conductivity, durability, convenience, and cost. 



58 Bulletin of the University of Texas 

d. Labor-saving devices. 

(1) Draw plan of your home kitchen. How* would 

you improve it? 

(2) Draw plan of ideal kitchen. 

2. Pantry. 

3. The dining room. 

a. Location wdth respect to kitchen and pantry. 

b. Wall and floor finish. 

c. General furnishings. 

4. Other necessary rooms. 

a. Living room. 

b. Bedroom. 

c. Closets, etc. 

X. Points to consider in purchasing furniture and furnishing 
the home. 

1. Need of family. 

2. Suitability. 

3. Sanitary value. 

a. Example of good and bad furnishings. 

4. Artistic value. 

a. Harmony and color. 

b. Good line and form. 

5. Economic value. 

a. Eirst cost. 

b. Ultimate cost. 

XI. Study of textile fabrics used in furnishing the home. 

1. Rugs. 

2. Window curtains. 

3. Draperies. 

4. House linen. 

5. Bed linen. 

a. (Study of actual fabrics with respect to their eco- 

nomic and aesthetic value and their method of 
production.) 

b. If practical, fit up an actual room — or make chart 

with suitable hangings, wall paper, etc. 



Domestic Eeonomy in the Schools 59 

XII. Care of the Home. 

1. Kinds of dirt and bacteria. 

2. The sources of dirt. 

3. Method of removing dirt. 

4. Materials used in cleaning. 

5. Care of the various articles of furniture. 

6. Care of fabrics. 

a. Agents for removing stains. 

b. Agents for softening water. 

7. Household pests, — danger and how exterminated. 

a. The ant. 

b. The fly. (Special study of the fly in its relation to 

disease. ) 

c. The bed bug. 

d. The cock roach. 

e. Mice and rats. 

XIII. House Management, 

1. Eel at ion of members of the family to the family as a 

whole. 

2. Division of labor in the household. 

3. Division of income. 

a. System of keeping accounts. 
(1) Charge vs. cash. 

(2) 

(3) Practical and consistent economy. 

4. Division of the time. 

a. Planning home work systematically to save time, 

labor, strength. 

b. Give time for reading and leisure. 

5. Eelation of home to community. 

a. Effect of carelessness and bad management upon the 

community. 

b. Responsibilities of the home for civic conditions and 

improvement. A visit to grocery store, milk 
depots, dairies, slaughter houses and meat mar- 
kets, etc., to see and report conditions. 



60 Bulletin of the University of Texas 

Text: • 

The Home, Miss Brevier. 
■Shelter and Clothing, Kinne and Cooley. 
Home Economics, Paloa. 

Syllabus of Household llanagement, .10 cents. Teachers' Col- 
lege, Columbia University, Xew York, N. Y. 
No. 43. Sewage Disposal on the Farm. 
No. 124. Distilled Drinking Water. 
No. 263. Water in Stable Use. 
No. 296. AVells and Pure Water. 
No. 457. Hygienic Water Supplies for Farms. 
No. ]26. Some practical Suggestions for Farm Buildings. 
No. 270. Modern Conveniences for Farm Buildings. 
No. 317. The Farm Home. 
No. 342. A Model Kitchen. 
No. 34. House Ants. 
No. 47. The Bed Bug. 
No. 71. The House Fly. 
Cornell Leaflets — Ithaca, N. Y. 
(Lessons for Farm Home.) 

Reference Book: 

Primer of Sanitation. Ritchie. 

Home Life in All Lands, Earle. 

Convenient Homes, Gibson. 

Use City Board of Health. 

Use Commissioner of Building in large cities for: 

DIETETICS 
I. Review of the Elements Needed by the Body. 
II. Review of Food Principles. 

III. Study of the Food Requirements of High School Students. 

1. Use personal experience and need as basis of study. 

2. Record food actually consumed by self at: 

a. Breakfast. 

b. Dinner. 

c. Luncheon. 



Domestic Economy in the Schools 



61 



Study requirements necessary. 

a. Use of foods. 

b. Standard of measurement of amounts. 

c. Study calories and 100 calorie portion. Work out 100 

calorie portion in ounces and the household means 
of measurement. Cook these portions. 

d. List foods 100 calories of which can be purchased for 

Ic, -Jc, 2U, 5c. 

TABLE OF FOOD MATERIALS 

Arranged according to cost per 100 Calories 



Group L 



Group IL 



Group in. 



Group IV. 



Less than Ic per 
100 calories. 



Less than l-2c per 
100 calories. 



Less than 2 l-2c per 
100 calories. 



Over 5c per 
100 calories. 



Beans 

Bread 

Cornmeal 

Cottonseed oil. 



Dates 

Oatmeal, 



Bananas 

Butter (32c per lb.).... 

Cabbage 

Eggs (under 25c per 

dozen) 

Peanuts 

Peanut butter 

Sweet potatoes 



Corn (canned). 

Ham 

Round steak 



Asparagus. 

Celery. 

Chicken. 

Lettuce. 
Olives. 
Oysters. 
Steak (choice). 



e. Discuss combination of foods in general. 

(1) To enhance nutritive value. 

(2) To give variety to the diet. 

(3) To get pleasing combinations of flavor, color, and 

texture. 

f. Prepare simple meal, giving dietary requirement. 

(1) Market, prepare, and serve: 

(a) Breakfast for 5 cents. 

(b) School luncheon for 10 cents. 

(c) Dinner for 15 cents. 

g. Make special study of school luncheon — Lunch room 

movement and importance. Notice actual combina- 
tions selected in lunch room by students. 

IV. Study P'ood Requirement of Adult. 
1. Eequirement as influenced by: 

a. Age. 

b. Work. 

c. Climate and season. 



62 Bnlletin of the University of Texas 

2. Prepare menus for: 

a. A man hard at work. • 

b. A woman hard at mental work. 

3. Give special care to marketing. Condition of market as 

to foods, weights, measures, etc. 

4. Ser\e meal carefully — Eeview of — attractive but simple 

service, including food, linen, dishes, silver, glassware, 
etc. Proper placing of food on table. Simple home 
serivce. 

V. Pood L'epirement of Infants and Children. 

1. Physical care of children in its relation to the feeding 

problem. 

2. Special problems involved in feeding, 

a. The infant. 

b. The child during the period from two to five. 

c. The school child. 

VI. Invalid Cookery. 

1. Types of diet, 
a. Liquid. 

b.- Semi-solid, 
c. Solid. 

2. Special feeding. 

a. Fever. 

b. Constipation, diarrhea, cold, anemia, diahetis, etc. 

BIBLIOGRAPHY 

Poods and Cookery: 

Cost of Pood, Richard. 

How We Are Fed, Carpenter. 

Food and Cookery for the Sick and Convalescent, Fannie 

Farmer. 
Chemistry of Cooking and Cleaning, Elliot and Richards. 
Lessons in Proper Feeding of the Family, Winifred Gibbs. 

(Published by Xew York Association for Improving the 

Poor.) 
Human Foods, Snvder. 
Foods and Household Management, Kinne and Cooley. 



Domestic Economy in the Schools 63 

Food Products of tlie World, Katherine Green. 

Food and Dietetics, Hutchinson. 

Principles of Human Nutrition, Jordan. 

TJp-to-Date Waitress, Janet Hill. 

Pure Food, Olsen. 

The Boston Cooking School Cook Book, Fannie Farmer. 

Home Science Cook Book, Barrows. 

Practical Cooking and Serving, Hill. 

Food Values, Locke. 

Laboratory Manual, of Dietetics, Pose. 

Milk and Its Products, Winer. 

Practical Dietetics, Thompson. 

Cooking for Two, Hill. 

The Fuels of the Household, White. 

Sanitation and Hygiene : 

The Health of the City, Godfrey. 

Civics and Health, Allen. 

Household Hygiene, Elliot. 

Dust and Its Dangers, Prudden. 

Home Nursing, Harrison. 

Till the Doctor Comes, Hope. ; 

Home Hygiene and Prevention of Disease, Ditman. 

Bacteria in Eolation to Country Life, Lipman. 

Sanitation in Daily Life, Pichards. 

First Book of Health, Bibb and Hartman. 

The Human Body and Its Enemies, Bibb and Hartman. 

Practical Hygiene, Harrington and Eichardson. 

Sanitary and Applied Chemistry, Bailey. 

Eural Hygiene, Ogden. 

Bacteria, Yeasts and Molds, Conn. 

Primer of Sanitation, Eitchie. 

Story of Bacteria, Pruddens. 

Human Mechanism. Hough and Sedgwick. 

Household Bacteriology, Buchanan. 

House Sanitation, Marion Talbot. 

Principles of Sanitary Science, Sedgewich. 



64 BuJletin of the University of Texas 

Care of Chiklrei] : 

How to Feed Children, liOuise Hogan. 
The Care and Feeding of Children, Holt. 
Diseases of Infancy and Childhood, Holt. 
Theory and Practice of Infant Feeding, Cliapin. 
Feeding of School Children, Bryant. 

The Home and Its Care: 

How We Are Sheltered, Carpenter. 
Care of the House, Clark. 
The Family House, Osborne. 
IIovv to Build a Home, Moore. 
Household Management, Bertha Terrill. 
The House, Brevier. 

• The Furnishing of a Modest Home, Daniels. 
The N^ew Housekeeping, Christine Fredericks. 
Fundamentals of Farming and Farm Life, Kyle and Ellis. 
The Cost of Living, Eichards. 
The Cost of Slielter, Richards. 
Modern Household, Talbot and Breckenridge. 
Increasing Home Efficiency, Bruere. 
Economic Function of Woman, Devine. 
First Steps in Human Progress, Frederich Starr. 
Successful Houses and How to Build Them, White. 
The Healthful Farm House, Dodd. 
Woman's Share in Primitive Culture, Mason. 

Textile Books: 

Textiles. Woolman and McGowan. 

Textiles, W. H. Dooiey. 

Household Textiles, Charlotte Gibbs. 

Home Life in Colonies, Alice Morse Earle. 

Textile and Clothing, Kate H. AVatson. 

Shelter and Clothing, Kinne and Cooley. 

Structure -of Wool Fibre, F. H. Bowman. 

A Sewing Course, M. S. Woolman. 

How the World is Clothed, Carpenter. 

How We Are Clothed, James F. Chamberlain. 

Corticelli, Corticelli Silk Co., Florence, Mass. 



Domestic Economy in the Schools 65 

School Needle Work, Olive C. Hapgood. 

Story of the Cotton Plant, F. Wilkinson. 

Education for Efficiency, E. Davenport. 

How Man is Clothed, Carpenter. 

Flax Culture, H. L. Bolley, A^orth Dakota Agricultural College. 

Flax Culture, Wm. Marcy, U. S. Department of A.griculture. 

Flax Culture for Fibre in the United States, Charles E. Dodge, 

IT. S. Department of Agriculture, Washington, ■ D. C. 
Hints on Choosing Textiles, Bertha Titsworth, Cornell Eeading 

Course, Cornell University, Ithaca, N. Y. 



Eggs and Their Use as Food. 

Meats, Composition and Cooking. 

Fish as Food. 

Poultry as Food. 

Economical Use of Meat in the Home. 

Canned Fruit, Preserves, and Jellies. 

Cereal Breakfast Foods. 

Losses in the Cooking of Vegetables. 

Sugar as a Food. 

Bread and the Principles of Bread-Making. 

Preparation of Vegetables for the Table. 

Cabbage. 

Food Value of Corn and Corn Products. 

Clieese and Its Economical Uses in the Diet. 

Bread and Bread-Making. 

Butter-Making on the Farm. 

Sugar Beet. 

Strawberries. 

Tomatoes. 

Easpberries. 

Home Vegetable Gardens. 

Canning Vegetables in the Home. 

Beans, Peas, and other Legumus as Food. 

Cowpeas. 

Potato Culture. 

Sweet Potatoes. 



Bulletins 




Farmers' E 


No. 


138. 


No. 


34. 


No. 


85. 


No. 


182. 


No. 


391. 


No. 


203. 


No. 


249. 


No. 


73. 


No. 


93. 


No. 


112. 


No. 


256. 


No. 


433. 


No. 


298. 


No. 


487. 


No. 


389. 


No. 


241. 


No. 


52. 


No. 


198. 


No. 


220. 


No. 


213. 


No. 


255. 


No. 


359. 


No. 


121. 


No. 


318. 


No. 


35. 


No. 


324. 



66 Bulletin of the University of Texas 

No. 483. Thornless prickly Pear. 

Xo. 204. Cultivation of Mushrooms. 

No. 232. Okra. 

No. 183. Meat on the Farm. 

No. 503. Comb Honey. 

No. 64. Ducksand Geese. 

No. 234. Guinea Fowl and Its Use as Food. 

No. 372. Soy Beans. 

No. 354. Onion Culture, 

No. 363. Use of Milk as Food. 

No. 413. The Care of Milk and Its Use in the Home. 

No. 175. Home Manufacture and Use of Unfermented Grape 
Juice. 

No. b2(i. Mutton and Its Value in the Diet. 

No. 332. Nuts and Their Uses as Food. 

No. 417. Eice Culture. 

No. 142. Principles of Nutrition and Nutritive Value of 
Food. 

No. 155. How Insects AlTect the Health in Rural Districts. 

No. 375. Care of Food in the Home. 

No. 270. Modern Conveniences on the Farm Home. 

No. 185. Beautifying the Home Garden. 

No. 463. Sanitary Privy. 

No. 377. Harmfulness of Headache Mixtures. 

No. 86. Thirty Poisonous Plants. 

No. 534. Durum Wheat. 

No. 36. Cottonseed and Its Products. 

No. 448. Better Grain Sorghum Crops. 

No. 322. Milo as a Dry-Land Crop. 

No. 565. Corn Meal as a Food and Ways of Using It. 

No. 559. Use of Corn. Kafir and Cowpeas in the Home. 

No. 552. Kafir as a Grain Crop. 

No. 28. Chemical Composition of American Food Mate- 
rials. Office of Experimental Station. Price, 
10 cents. 
Circular No. 94. Free Publications of the Department of Agri- 
culture classified for the Use of Teachers. 

Circular No. 89. Publications of the Office of Experimental 
Station Relating to Food and Nutrition of Man. 



Domestic Economy in the Schools 67 

Free Bulletins : 

Government Bulletins, Washington, D. C. 
Cornell Leaflets, Ithaca, X. Y. 
Minnesota Leaflets, St. Paul, Minn. 
Ohio State College, Columbus, 0. 

State Experimental Station. (Write Washington for a com- 
plete list of these publications.) 
Texas University, Austin, Texas. 
Texas xlgricultural Department, Austin, Texas. 
Publications of the Consumers' League. 

Magazines : 

Good Housekeeping. 
Journal of Home Economics. 
The Craftsman. 
Home and Garden, 
The Surve}'. 

EOOD EXHIBITS. 

(Sent free for School Use on Personal Application.) 
Huyler, Cocoa Exhibit, Jning Place, New York City. 
Walter Baker^s Chocolate, Dorchester, Mass. 
Quaker Oats Co., Washburn & Crosby, Minneapolis, Minn. 
Royal Baking Powder, Brooklyn, Xl Y. 
Burnett's Vanilla, Burnett Extract Co., Boston, Mass. 
Corn Products, Corn Products Co., 17 Battery Place, New York. 
Sample Case of Spices, McCormick & Co., 105 Concord Street, 

Baltimore, Md. 
Illustrative Material, Chart of Cow, Sheep, etc., Kny Sheerer 

Co., 410 West Twenty-seventh Street, New York City. 
'•'Side of Beef," Illustration, Richard Webber, New York City. 
Flour and Cereal Exhibit, Hecker Jones, Jewell Milling Co. 

Produce Exchange, New York City. 
Rice Exhibit, Rice Association of America, Crowley, La. 
Cards illustrating tea. coffee, black pepper, vanilla, nutmeg, 

cloves, A. W. Mumford (Publisher), Chicago, 111. 



68 Bulletin of the University of Texas 

Charts : 

Langworthy Charts, 13 charts showing composition of foods. 
Price, $1.00. U. S. Department of Agriculture, Washing- 
ton, D. C. 

Meat Charts, Bureau of Publications, Teachers' College, Colum- 
bia University, New York City. 

1 chart 3x3 feet of Animal. Price, $1.00. 

1 chart 2x3 feet of Hind Quarter. Price, $1.00. 

6 photographs of Beef Cuts. Price, 75 cents. 

Educational Food Analysis Set. Price, $16. 

Analysis of sixteen foods exhibited in bottles and representing 
food principles in one pound of food. Pratt Institute, Brook- 
lyn, I^. Y. 

Meat Charts, four illustrating beef, mutton, veal, pork. Price, 
$10. Pratt Institute, Brooklyn, N. Y. 

DOMESTIC ART EXHIBIT MATERIAL 

Exhibits : 

Flax from the Raw to the Finished Product. James Mc- 
Cutcheon, Fifth Avenue and Thirty-fourth Street, N'ew York 
City. 

Wiss Shears in Various Stages of Manufacture. J. Wiss & Sons 
Co., Newark, N, J. 

Processes in the Manufacture of Milward Helix Needles. The 
Milward Hehx Needle Co., New York, N. Y. 

Spool Cotton Exhibit, Geo. A. Clark Bros., 315 Fourth Avenue, 
New York, N. Y. 

Steps in the Manufacture of Wool. M. J. Whittall, Worcester, 
Mass. 

Specimens of Flax and Raw Material. John S. Brown & Sons, 
31 and 33 White Street, New York, N. Y. 

Samples of Wool material for underwear. Jaros Hygienic Un- 
derwear Co., 831 Broadway, New York City. 

Silk Culture Cabinet with glass top, $2.50 and express. Corti- 
celli Silk Co., Florence, Mass. 

Charts r 

Cheney Bros., South Manchester, Conn. : 
Japanese Silk Production. 



Domestic Economy in the Schools 69 

American Silk Manufacture. 

Cultivation of Silk, all Stages. 

Samples Showing Types of Dress Goods. 

Samples Showing Haw Silks, Trams and Organzines in Gum 

and Dye. 
Samples Showing Manufacture of Spun Silk Yam from Waste 

Silk. 
Samples Showing File Fahrics. 

Samples Showing Decorative and Upholstered Fabrics. 
Corticelli Silk Co., Florence, Mass. : 
Steps in the Culture of Silk. 

Pamphlets and Bulletins: 

Silk, Its Origin, Culture and Manufacture, 17 cents each in lots 

of 25. The Corticelli Silk Mills, Florence, Mass. 
The Home Beautiful. Illustrations of Colonial Drapery Fabrics. 

Marshall Field & Co., Chicago, 111. 
Garden and Farm Almanac (1911), Pictures of Angora Goats 

and Sheep. Douhleday Page & Co., Garden City, N. Y. 
Flax Culture. H. T. French, National Association of Cotton 

Manufacturers, Boston, Mass. 



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